Factors shaping the expert perceptions of small modular reactors in Korea and Japan

The aim of this study was to analyse the visual perceptions of different experts with respect to multilocular radiolucent lesions in circumstances when the diagnosis is either known or unknown. 6 radiographs of ameloblastomas (AMELs), keratocystic odontogenic tumours (KOTs), central giant cell lesions (CGCLs) and myxomas (MIXs) were analysed by 16 dental experts [stomatologists/oral surgeons (SS) and dental radiologists (R)]. They delimited the lesions prior to having knowledge of the diagnosis (T1) and after 30 days, when they were aware of the histopathological results (T2). For each image, the following morphometric parameters were calculated: area (A), perimeter (P) and shape factor (SF); after image subtraction procedures (T1 - T2), the exclusive area (EA) of the non-overlapping delimited region was also calculated. For both groups, the T2 area was larger than the T1, although the EA of the SS group was higher than that of the R group independently of the type of lesion. The SF from the SS group was greater than that from the R group, and at T2 the SF values were higher for both groups. AMELs and MIXs showed larger SF and A values; the SS group tended to have the greatest changes in the delimitations of the lesions at T2. The methodology allowed us to quantify differences in the spatial perceptions of professionals. The knowledge of the diagnosis and the expertise of examiners influenced the examiner's perception of the limits of the lesions independently of the actual biological behaviour of the lesion.

The type of experience involved with an object category has been regarded as one important factor in shaping of the human object recognition system. Laboratory training studies have shown that different kinds of learning experience with the same set of novel objects resulted in different perceptual and neural changes. Whether this applies to natural real-world objects remains to be seen. We compared two groups of observers who had different learning experiences with faces, using holistic processing as a dependent measure. We found that, while ordinary observers had extensive individuation experience with faces and displayed typical holistic face processing, art students who had acquired additional experience in drawing faces, and thus in attending to parts of a face, showed less holistic processing than did ordinary observers. These results converge with laboratory training studies on the role of type of experience in the development of different perceptual markers for different object categories. It is thus insufficient to categorize expertise simply in terms of object domains (e.g., expertise with faces). Instead, perceptual expertise should be classified in terms of the underlying process or task demand.

Aim. This study explores factors shaping student readiness for online learning, focusing on learner control, technology readiness, perception of online learning, and lecturer readiness. Methods. The research employs Structural Equation Modeling (SEM) to analyse data collected from 573 electronics students at a university in Indonesia. SEM analysis examined the relationships between these dimensions and their impact on student readiness for online learning. Results and Conclusion. The findings indicate that lecturer readiness significantly enhances student readiness, with technology readiness and perception of online learning also playing crucial roles. While learner control does not directly affect student readiness, it influences readiness by impacting perceptions of online learning. These results emphasise the importance of student autonomy and lecturer support in fostering motivation and engagement in online learning. Research Restrictions. The study is limited to a single study programme and employs a quantitative approach, indicating a need for broader exploration in future research. Practical Application. The findings suggest that educational institutions should invest in professional development for lecturers and technological access for students to optimise the online learning environment. Cognitive Value. This study provides empirical insights into the interconnected factors affecting student readiness for online learning, highlighting the pivotal role of lecturer support and technology in shaping student success.

Introduction: The rapid integration of generative artificial intelligence (GenAI) technologies, including ChatGPT, into educational environments has introduced both opportunities and challenges for learners and educators. While GenAI can support advanced learning practices, it also raises concerns about critical engagement and the accuracy of generated content. Previous systematic reviews have explored GenAI’s relationship with critical thinking (CT) and self-regulated learning, but a focused synthesis of recent empirical evidence on GenAI’s impact on university students’ CT skills remains lacking. Method: This scoping review followed the PRISMA-ScR guidelines and applied the Arksey and O’Malley framework alongside the Population – Concept – Context (PCC) model. Studies were identified via the Scopus database, using inclusion criteria limited to the years 2024–2025, English language, and the Social Sciences subject area. Thirty eligible empirical studies were analysed and visualised using VOSviewer to identify thematic clusters and categories in the literature. Results: The reviewed studies were grouped into seventeen thematic clusters by the VOSviewer and then manually synthesized into six categories based on semantic interpretation: cognitive and metacognitive development, pedagogical innovation and learning design, academic writing and language learning, AI literacy and learner perception, evaluation and assessment technologies, global and ethical dimensions of GenAI use. The findings were analysed as (1) direct enhancement of CT, (2) metacognitive and reflective gains, (3) contextual factors shaping CT, (4) risks of cognitive offloading, and (5) instructional strategies mediating AI’s effect. 21 publications showed predominantly positive impact of GenAI on CT (idea generation, conceptual understanding, construction of arguments, literature review, academic writing, etc.) whereas reported found mixed impact. Conclusion: The review concludes that GenAI holds substantial potential to support CT development, particularly when pedagogically integrated to promote active reasoning, metacognitive monitoring, and critical autonomy. However, the evidence base is still emerging and is limited by its short temporal scope, narrow database coverage, and reliance on self-reported data. Future research should focus on long-term effects, discipline-specific instructional models, and robust theoretical frameworks linking AI use to cognitive outcomes.

This article examines underlying factors shaping lay perceptions, and differences between lay and expert perceptions, of the ecological risks to water environments associated with six forest industry activities. A survey was administered to 183 lay subjects in four communities within the Lower Fraser Basin of western Canada. Parts of the survey were also administered to 16 aquatic science professionals. The results show that both lay and expert respondents generally perceive that clearcut logging and effluent from pulp mills pose a high degree of risk, while selective logging poses a lesser degree of risk. Both groups believe that fertilizer use poses a risk to water quality. However, the experts viewed the construction of logging roads as posing significantly more risk to water environments, and requiring greater regulation, than did the lay respondents. Conversely, the lay respondents viewed pesticide use as posing significantly more risk to water environments, and requiring greater regulation, than did the expert respondents. Discussion about the implications of these perceptions in terms of policy issues and communication efforts complete the article. FOR. SCI. 46(3): 344–355.

This ethnographic multiple-case study, grounded in the theory of investment, examines the prewriting practices of three Uzbekistani male undergraduates in an English essay writing class at a South Korean University. It aims to identify the symbolic resources they perceive as attainable through investment and to elucidate the factors shaping this investment. Utilizing a qualitative approach, which is appropriate for capturing the nuanced experiences and perceptions of individual learners, data were collected through interviews, classroom observations, and an analysis of teaching documents. This study finds that these students primarily seek three symbolic resources: language skills, educational access, and social networks. Their pursuit of these resources is significantly influenced by their academic aspirations for graduate school and the pattern of prewriting discussions in the classroom. Individual perceptions and priorities uniquely shape the impact of these factors on each student’s investment. The findings suggest that educators, by understanding the diverse perceptions of symbolic resources within limited instructional time, can tailor pedagogical strategies to effectively address students’ needs and foster a more engaging learning environment.

With the developing technology, acceleration of visual production and increasing of peoples’ relation with generated visuals (painting, photograph, video, computer games, poster, etc.), is a situation which affect perceptual and behavioral characteristic of people. As a result of connection with generated visuals, changes at the perception and behavior of people remind social learning and visual culture terms which have relation with seeing and visuality fields. Relation between the social learning theory, which states that learning occurs through observation in social environment, and visual culture subject is a mystery. Due to this reason, the research aims to investigate relation between social learning and visual culture. Theoretical structures of the social learning and visual culture terms were pointed out in this research, and relation between these two terms were argued at theoretic level. In consequence of this research, it was seen that experiences, people obtain from connection with visual culture forms in their daily life, and social learning have connections. It was realized that visual culture forms supply vicarious livings to the observers prone to observe and imitate of behaviors that have model characteristic. It was seen that the livings, acquired observational learning from visual culture forms, is a shaping factor for individuals’ attitudes and actions. In the study, it was seen that examining the visual culture as an environmental factor in the context of social learning will help to understand and illuminate the changing, transforming and deriving aspects of human behavior in the 21st century.

Purpose Teachers’ professional learning and development plays a critical role in implementing change and driving individual-, team- and school-level development. This study aims to investigate teachers’ and principals’ perceptions of team learning and team leaders’ personal development in a school community within the framework of learning community development. Design/methodology/approach This study used a qualitative research design to investigate team learning in a two-year collaborative development project with a comprehensive school community in Finland. This project was a collaboration between school- and university-based researchers to investigate team learning aimed at supporting the school’s transition to a unified comprehensive school. In this study, five team leader teachers and two principals were interviewed at the end of the collaborative development process. Findings The findings indicated that the development teams increased their members’ understanding of the school community and how differently people think in the workplace. Team leader teachers saw their role as facilitating dialogue between teachers and encouraging reflection to support the development of the school community. Originality/value This study investigated a new collaborative approach within a single school community. It contributes to the fields of team learning and organizational learning by providing new insights into how development teams can support change within a school community. This study provides new insights into how contextual factors shape collaborative learning processes and school development initiatives. It explores the timely topic of learning community development and offers practical implications for team learning in comprehensive school settings.

Understanding learners' perceptions of artificial intelligence-mediated Informal Digital Learning of English: A Q methodology approach.

Aerosol morphology in small modular reactor safety: Role of shape factors in source term analysis

Distinguishing between regular and irregular heartbeats, conversing with speakers of different accents, and tuning a guitar-all rely on some form of auditory learning. What drives these experience-dependent changes? A growing body of evidence suggests an important role for non-sensory influences, including reward, task engagement, and social or linguistic context. This review is a collection of contributions that highlight how these non-sensory factors shape auditory plasticity and learning at the molecular, physiological, and behavioral level. We begin by presenting evidence that reward signals from the dopaminergic midbrain act on cortico-subcortical networks to shape sound-evoked responses of auditory cortical neurons, facilitate auditory category learning, and modulate the long-term storage of new words and their meanings. We then discuss the role of task engagement in auditory perceptual learning and suggest that plasticity in top-down cortical networks mediates learning-related improvements in auditory cortical and perceptual sensitivity. Finally, we present data that illustrates how social experience impacts sound-evoked activity in the auditory midbrain and forebrain and how the linguistic environment rapidly shapes speech perception. These findings, which are derived from both human and animal models, suggest that non-sensory influences are important regulators of auditory learning and plasticity and are often implemented by shared neural substrates. Application of these principles could improve clinical training strategies and inform the development of treatments that enhance auditory learning in individuals with communication disorders.

Globalization has spurred a rise in second language (L2) learners, necessitating deeper understanding of psychological and cognitive factors shaping their learning processes. While prior research focuses predominantly on English second language (ESL) learners, studies involving learners of other languages remain scarce. This study bridges this gap by examining learning motivation, strategies, and styles across ESL learners and Chinese second language (CSL) learners. We surveyed 312 learners, using the Strategy Inventory for Language Learning (SILL) and the Perceptual Learning Style Preference Questionnaire (PLSPQ), College English Test (CET) and the Hanyu Shuiping Kaoshi (HSK) to assess variables. Data were analyzed using SPSS for correlation and regression. Divergent patterns emerged between groups. For ESL learners, learning motivation directly shaped strategy use, which in turn were positively correlated with learning proficiency, with visual learning styles further enhancing the degree of proficiency. Conversely, CSL learners exhibited no significant motivation-strategy link, and learning strategies negatively predicted proficiency. However, group-based learning styles positively influenced CSL proficiency. These results highlight that the impact of learning factors on proficiency varies across different L2 learners. Proficiency levels influence the choice of learning strategies and preferences. Consequently, teaching strategies should be dynamically adjusted to align with learners' cultural backgrounds, proficiency levels, and individual learning factors, which can enhance the effectiveness of second language education and better support diverse learner needs. This study emphasizes the need for adaptive educational practices and further research.

User learning experience may be considered as one of the prominent factors shaping the adoption of web-based systems. Web-based learners interfacing with large amount of information the rationale is to deduce the effect in the current web-based task environment. Understanding Web-based learner perception on the basis of the prior experience with information may provide insights into what constitutes in driving those perceptions and their effect in the current and future web-based learning process. The paper demonstrates theoretical context of user learning experience with information and proceeds in an attempt to distinguish factors in using web-based systems.

User learning experience may be considered as one of the prominent factors shaping the adoption of web-based systems. Web-based learners interfacing with large amounts of information the rationale is to deduce the effect in the current web-based task environment. Understanding Web-based learner perception on the basis of the prior experience with information may provide insights into what constitutes in driving those perceptions and their effect in the current and future web-based learning process. The paper demonstrates theoretical context of user learning experience with information and proceeds in an attempt to distinguish factors in using web-based systems.

In the dynamic landscape of Afghanistan’s education, this study explores into the transformative integration of the Internet of Things (IoT). With the purpose of scrutinizing perceptions, challenges, and preparedness, a meticulous mixed-methods approach was employed, collecting data from 120 participants across diverse educational backgrounds. The deliberate inclusion of participants from Computer Science, Agriculture, Education, and Economics faculties, representing institutions such as Kabul, Karwan, Badakhshan, Samangan, and Faryab University, ensured a comprehensive exploration. Through structured questionnaires utilizing Likert-scale items, the methodology sought to gauge participants’ perceptions of technological infrastructure, institutional support, and challenges linked to IoT integration. Notably, ANOVA and regression analyses were applied to discern influential factors shaping participants’ views. The study’s novelty lies in its meticulous uncovering of nuanced perceptions, specifically emphasizing the pivotal role of technical expertise perception in the readiness for IoT integration within educational faculties. The consensus on IoT’s potential to reshape teacher-student interactions and elevate academic outcomes is a novel contribution, highlighting the transformative impact on pedagogical practices. Additionally, the research anticipates and scrutinizes technological and infrastructural challenges, identifying resource constraints, and proposing targeted strategies for efficacious IoT implementation. In conclusion, this research enriches the discourse on IoT in education by accentuating the significance of institutional support, addressing challenges, and proposing practical guidelines. It not only contributes actionable insights for Afghanistan policymakers and educators but also lays a foundation for future research to optimize strategies in specific challenges, ultimately fostering successful IoT integration in Afghanistan’s educational landscape.