Academic Domains Research Articles

Design and implementation of modern CDCL ASP solvers

Answer Set Programming (ASP) is a declarative language oriented towards solving complex combinatorial problems. In fact, ASP has been successfully used to address problems in various academic and industrial domains. The success of ASP can be attributed to its concise syntax, intuitive semantics, and the availability of several efficient solvers based on the Conflict-Driven Clause Learning (CDCL) algorithm. This paper details the design and implementation of contemporary CDCL solvers, emphasizing both algorithmic descriptions and their effective and efficientimplementation.

ANALYSIS OF THE MATERIALS OF ISLAMIC RELIGION EDUCATION THROUGH THEOLOGICAL APPROACHES: STUDY OF THE ISLAMIC RELIGIOUS EDUCATION AND CHARACTER TEXTBOOK FOR GRADE 1 OF ELEMENTARY SCHOOL

This research is qualitative research with a literature review approach by examining PAI content in PAI textbooks and Class 1 Elementary School Characters in a theological context. The objectives include: 1) carrying out theological categorization of the content of Islamic Religious Education in the textbook Islamic Religious Education and Character Class 1, 2) classifying the material in the book based on a theological approach, and 3) exploring its relevance. PAI content in the book is aimed at contemporary Islamic education. The primary data source for this research is the PAI and Character Class 1 Elementary School Textbook written by Nurzakun & Santoso (2021). The analysis technique used is content analysis. The findings of this research indicate that: 1) the content of PAI in the PAI and Character textbooks for Grade 1 Elementary School can be considered comprehensive and presented in simple language to facilitate students' understanding; 2) The contents of the book cover theological themes, with the main focus on theocentric themes; 3) Holistically, the PAI content in this book can be seen as relevant and significantly contributing in a theological context. This study contributes to a deeper understanding of PAI content about theological aspects, thereby increasing understanding in this academic domain. The implications of this research are: 1) Relevance of learning, 2) Development of character textbooks, 3) Development of professional teachers, 4) Curriculum development, 5) Increasing understanding of Islam, 6) Involvement of parents and the community in the implementation of education.

Third space professionals and undergraduate teaching – A comparative study in China, the United Kingdom and Canada

AbstractThis research explores the emerging position of teaching professionals in research universities through the framework of ‘third space professionals’. The third space is described as an overlapping space between the professional and academic domains in university and usually staff who are neither traditional academics nor traditional professionals work in this space and considered as the third space professionals. This research is achieved through three case studies, each in China, the United Kingdom and Canada. By investigating the role and positioning of teaching professionals in higher education, this research provides empirical evidence supporting the existence of the third space for professionals in higher education. The findings show that the responsibilities of the teaching professionals are relatively similar at each university, mainly including training academics and supporting curriculum development. However, their positioning in the university and value in supporting teaching and learning can be influenced by their relationship with academics. Universities’ expectations of teaching professionals play an important role in shaping their collective identities. By proposing a three‐dimensional space model for higher education, this research builds on previous studies on the higher education space and offers an alternate framework for interpreting higher education space and analysing university staffing.

Architectures of Terror

International Relations theory, in spite of having undergone several epistemic iterations, continues to analyze urban warfare via outdated perspectives. This is exemplified in the state-centric analyses that dominate the literature on the history of Israel-Palestine. There is an overwhelming concentration on policy and belligerent behaviors and little to no consideration of anthropocentric perspectives. This results in a near-total exclusion of human suffering from discussions of the conflict and its impacts on everyday civilian life, which in turn heavily alters the socio-political foundations. The academic domains of critical theory and human geography have, however, made good progress in capturing the severity of these discourses, enabling a nuanced understanding of the manner in which conflict management takes place. This paper aims to unify these perspectives and in so doing, expand the grammar of realpolitik – identifying it as a competent domain of IR that primarily focuses on conflict and its modalities. Making use of diffractive reading and analysis, this paper showcases the impact of realpolitik from the perspective of those affected. The aim is to inject empathy into contemporary mainstream discussions that deal with complex geopolitical situations such as Israel-Palestine. To that end, post-structuralist perspectives from continental philosophy, human and critical geography and affect theory are employed. Additionally, the philosophy of realism is theorized to be the epistemic foundation of realpolitik, and is subsequently dissected. The paper concludes by arguing for interdisciplinary approaches into the existing subject matter of realpolitik, a re-evaluation of the epistemic foundations and reflections on practical novelties. Note that this paper in no way aims to suggest political solutions, legal interventions or strategic shifts, but rather interprets the methods of urban warfare used by the Israeli Defense Forces, which defies traditional operational logic.

Integrated Intensive Intervention: Academic and Behavioral Support in Tier 3

Students who require intensive individualized intervention often demonstrate needs in both academic and behavioral domains. However, practices around assessment and development of interventions are often siloed and separate, which can be a barrier to implementing intensive individualized support in an integrated manner to maximize efficiency. In this article, we provide a blueprint for educators to work collaboratively to complete an integrated assessment that can lead to developing a truly integrated individualized intervention. We also share a vignette demonstrating how team members might create a team to complete an integrated assessment and create a corresponding intervention plan.

Trajectories of Perceived Parental Psychological Control and the Longitudinal Associations with Chinese Adolescents' School Adjustment across High School Years.

Past research supports the detrimental effects of parental psychological control on adolescent school adjustment in both emotional and academic domains. However, how psychological control changes during adolescence, and how such developmental course is related to adolescent psychological well-being and academic functioning are unclear. The direction of effects between parenting and child behaviors is also inconclusive. This 3-year longitudinal study addressed these research gaps by using five waves of survey data on 710 Chinese adolescents of high school ages (Mean age at T1 = 15.54 years, SD = 0.45, 50% males). Using latent growth curve models and latent class growth analysis, the majority of adolescents (about 63%) reported gradual increases of parental psychological control in the first 2 years of high school but a slight decline afterwards, while the other 37% perceived low and stable levels. Results from parallel latent growth modeling suggested that trajectories of psychological control were positively related to developmental trends of internalizing problems (i.e., depression and anxiety) and maladaptive academic functioning, but negatively associated with the trajectory of adaptive academic functioning, as indexed by intercept-intercept and slope-slope associations. The random-intercept cross-lagged models further revealed that psychological control was predictive of adolescent anxiety and lower adaptive academic functioning, and bidirectionally associated with maladaptive academic-related beliefs and behaviors at the within-person level. Taken together, these findings highlight the crucial role of parental psychological control on adolescent school adjustment in the Chinese cultural context and support the reciprocal model of parent-child interactions.

Enhancing youth involvement in community development: A pragmatic strategy for local churche

This article reports on the findings of the Christian youth ministry involvement in community development in the Mayibuye community of Tembisa, in the Gauteng province of South Africa. The article employed Richard Osmer’s model of the four tasks of practical theological interpretation. These tasks have been used to understand better what is happening in youth ministry and community development contexts in the Mayibuye community by utilising documentary analysis and in-depth semi-structured interviews. The findings divulged that the Mayibuye community faces several socio-economic challenges. Most importantly, young people are the most affected. Furthermore, the findings exposed that youth involvement is limited in community development processes within local communities. As a result, the article proposes implementing a pragmatic strategy to enhance the youth ministry’s involvement in community development. Various principles of the youth ministry have been presented in the study as the essential principles that need youth leaders’ attention for functional youth ministry, and to achieve developmental outcomes. The study also recommended further empirical studies on youth culture, the importance of young people’s inclusion in leadership roles and the use of young people as catalysts for community transformation.Intradisciplinary and/or interdisciplinary implications: The anticipated outcomes of this research endeavour are poised to make a valuable contribution to the current corpus of knowledge in various academic domains, including Practical Theology, Youth Ministry, Theology and Development, Community Development, Congregational Studies, Missiology, Anthropology, and Sociology. This contribution suggests that adopting a pragmatic strategy is likely to yield positive outcomes for local churches, youth ministry, and community development as a whole.

‘How Can a Dalit Student Write So Beautifully, So Nicely?’ Caste-Based Stereotyping and Its Implications for Dalit Students in Higher Education

This paper presents a social-psychological study of caste stereotyping in higher education in India. It is about the lives of dalit students and their experiences of navigating through educational spaces with the awareness of being targets of stereotyping associated with their caste identity in the academic domain. With the help of in-depth interviews, the study delves into how dalit students respond to negative caste stereotyping, and what facilitates these responses. Fourteen dalit students (male = 8, female = 6) studying at two central universities in Delhi (India) participated in the study. The interviews were transcribed and analysed using reflexive thematic analysis. The analysis helped develop the following two themes: (1) The pervasiveness of caste stereotyping in the academic domain: ‘How can their handwriting be so good?’, (2) Institutional climate shapes responses to stereotyping: ‘this is not a personal issue, it is an entire group’s issue’. The analysis shows dalit students’ active efforts to navigate the negative caste stereotyping in educational contexts. Specifically, the analysis highlights the role of institutional climate in shaping these responses and transforming vulnerability (because of caste-based stereotyping and stigma) to empowerment and assertion. While the passivity and subordination of stigmatised groups such as dalits are taken for granted, this research demonstrates that given a conducive social environment such as a supportive institutional climate, dalit students’ experience of higher education may be positively impacted. The role of institutional climate in the empowerment of disadvantaged group identity and elements that promote such a climate are discussed.

Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students

One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.

Exploring the interplay of financial literacy and financial well-being: Insights and strategies for augmenting overall financial satisfaction

This study investigates how financial literacy affects the financial health of Saudi Arabian banking industry workers in Saudi Arabia. The study uses a sample of 183 individuals and a comprehensive framework that includes components like financial behaviour, risk management, financial planning, financial knowledge, financial confidence, financial communication, and overall financial pleasure. The study finds strong positive correlations between many aspects of financial well-being and financial literacy through correlation and regression analysis. Notably, risk management, financial behaviour, overall financial contentment, and financial confidence are all positively impacted by financial literacy. The results underscore the multifaceted character of financial well-being and underscore the critical function of financial literacy in moulding favourable financial consequences. Furthermore, the study pinpoints particular domains in which focused financial literacy initiatives might be executed to augment the general financial welfare of banking industry staff members. The study sheds light on the relationship between financial literacy and well-being in a particular occupational context, which is significant information for both the academic and practical domains. The banking industry needs customized financial education programs because of the social and management ramifications. These programs will help the community’s overall financial health in addition to providing benefits to individual employees. In its conclusion, the study makes recommendations for other research directions, such as longitudinal studies and examinations of the function of digital financial literacy in the changing banking environment.

Facile and green hydrothermal synthesis of MgAl/NiAl/ZnAl layered double hydroxide nanosheets: a physiochemical comparison

Abstract Layered double hydroxide (LDH) exhibits a remarkable trait referred to as the ‘memory effect,’ demonstrating its capacity to reconstruct its layered structure from calcined oxides through hydrothermal treatment. Its uniqueness has garnered significant interest from researchers in both industrial and academic domains. Various methods have been utilized to synthesize LDH but most LDH studies still utilize alkali precipitants which might taint the final LDH product. Thus, in this study, layered double hydroxides involving MgAl/NiAl/ZnAl were synthesized via an alkali-free hydrothermal approach in which the formed precipitates of LDH were thermally destroyed via calcination at 450 °C before undergoing a rehydration treatment at 110 °C for 24 h to restore its original structure. Particularly, the physiochemical properties of MgAl/NiAl/ZnAl LDH have been undertaken by multiple techniques such as Powder X-ray Diffraction (PXRD), thermogravimetric analysis (TGA), Brunauer-Emmett-Teller (BET), Field Emission Scanning Electron Microscope (FESEM) and Fourier-transform infrared spectroscopy (FTIR). The resultant products exhibited exceptional crystallinity, accompanied by notably larger crystallite sizes and crystallinity index, particularly post-hydrothermal treatment. Among the fresh and calcined products studied, those subjected to HTM (4:1) treatment demonstrated the highest specific surface area and crystallinity surpassing both the fresh and calcined samples. In essence, this research showcased how utilizing the hydrothermal approach resulted in the most substantial increase in crystallite size and specific surface area.

The scientific knowledge of three large language models in cardiology: multiple choice questions examination-based performance

Background: The integration of artificial intelligence (AI) chatbots like Google’s Bard, OpenAI’s ChatGPT, and Microsoft’s Bing Chatbot into academic and professional domains, including cardiology, has been rapidly evolving. Their application in educational and research frameworks, however, raises questions about their efficacy, particularly in specialized fields like cardiology. This study aims to evaluate the knowledge depth and accuracy of these AI chatbots in cardiology using a multiple-choice question (MCQ) format. Methods: The study was conducted as an exploratory, cross-sectional study in November 2023 on a bank of 100 MCQs covering various cardiology topics that was created from authoritative textbooks and question banks. These MCQs were then used to assess the knowledge level of Google’s Bard, Microsoft Bing, and ChatGPT 4.0. Each question was entered manually into the chatbots, ensuring no memory retention bias. Results: The study found that ChatGPT 4.0 demonstrated the highest knowledge score in cardiology, with 87% accuracy, followed by Bing at 60% and Bard at 46%. The performance varied across different cardiology subtopics, with ChatGPT consistently outperforming the others. Notably, the study revealed significant differences in the proficiency of these chatbots in specific cardiology domains. Conclusion: This study highlights a spectrum of efficacy among AI chatbots in disseminating cardiology knowledge. ChatGPT 4.0 emerged as a potential auxiliary educational resource in cardiology, surpassing traditional learning methods in some aspects. However, the variability in performance among these AI systems underscores the need for cautious evaluation and continuous improvement, especially for chatbots like Bard, to ensure reliability and accuracy in medical knowledge dissemination.

Undergraduate nursing students’ perception of bullying behavior and its relation to their academic achievement

Background Bullying among students is certainly not a new notion, however, due to its high incidence rates and the short-term and long-term implications. Students were subjected to a lot of factors during their study, either academic or clinical, that revealed them suffering high levels of depression, anxiety, and stress. Aim Assess undergraduate nursing students’ perception of bullying behavior and its relation to their academic achievement. Design A descriptive correlational research design was used. Sample A convenience sample (n=1255) of undergraduate nursing student out of N=3108. Setting The study was conducted in an accredited Faculty of Nursing which is affiliated to Cairo University. Tools Three tools were used personal characteristics data sheet, Bullying Behavior in Nursing Education Questionnaire, and academic achievement checklist Grade Point Average form. Results The main findings indicated that the bullying highest mean percent (58.33 and 55.14%) as perceived by the study sample was regarded as direct negative behaviors domains and attack on academic achievement domains, respectively. While the lowest mean percent (8.7%) was in regard to types of bullying domain. Data added that there was no statistically significant relationship (P=0.72) between the total perception of bullying in nursing education and students’ academic achievement. Conclusion The study concluded that there was no statistically significant relationship between total bullying as perceived by undergraduate nursing students in nursing education and their academic achievement. Recommendations Develop training programs to educate clinical instructors and assistant lecturers on how to achieve the academic objectives and advocate students’ rights. Design educational workshops to inform nursing students how to report bullying and how to overcome it.

Governance for Azure and AWS Cloud Services

Abstract: These days, cloud computing services are utilized in all business, academic, and governmental domains to build IT infrastructure. Cloud computing services are one IT solution that is becoming more and more popular among different types of enterprises. Cloud computing services face many challenges, like how to protect and raise user knowledge. These problems and difficulties also pertain to cloud computing services, which could result in a number of important risk areas. One of the problems is not being aware of the hazards associated with cloud computing services and the controls that are required to reduce these risks. Because governance is difficult to execute in the cloud computing environment and has the responsibility of assessing performance and adherence to predetermined goals and objectives, it hinders the adoption of cloud computing services. This study aims to develop a model that ensures that the required controls are applied in cloud services offered by Microsoft Azure and Amazon Web Services (AWS) and assesses the risk if the controls are not applied.

Deep Learning Backward Recognition Model to Improve Pronunciation Accuracy in the Teaching of Spoken English

The advent of speech recognition algorithms has opened new avenues for enhancing pronunciation accuracy in the teaching of spoken English. As English continues to be a global lingua franca, proficiency in spoken communication holds paramount importance for individuals across diverse professional and academic domains. This paper introduces Forward Backward Recognition Deep Learning (FBRDL), a novel approach aimed at leveraging speech recognition algorithms to enhance pronunciation accuracy in the teaching of spoken English. FBRDL incorporates advanced deep learning techniques such as recurrent neural networks (RNNs) and transformers, which excel in modeling sequential data and capturing long-range dependencies. By leveraging these powerful architectures, FBRDL can effectively handle the inherent variability and complexity of speech signals, enabling robust and accurate recognition even in noisy or adverse environments. Moreover, FBRDL is characterized by its adaptability and scalability, making it well-suited for a wide range of applications across industries. Whether in the realm of virtual assistants, automatic transcription, or voice-controlled devices, FBRDL offers a versatile solution capable of meeting the demands of modern speech recognition tasks. FBRDL integrates principles from deep learning with advanced speech recognition techniques to provide learners with real-time feedback and guidance on their pronunciation. By analyzing spoken English inputs and identifying phonetic discrepancies, FBRDL offers targeted interventions tailored to individual learners' needs. FBRDL achieves an average increase in pronunciation accuracy of 20% compared to traditional teaching methods. Moreover, qualitative assessments underscore the effectiveness of FBRDL in facilitating more precise and efficient acquisition of spoken English skills.

Mental health promotion and suicide prevention in emerging adulthood: importance of psychoeducational interventions in University students

Emerging adulthood is a stage that involves significant changes in emotional, social, academic, and work domains, which can often lead to high levels of stress and mental health challenges. The purpose of this study is to explore the potential benefits of an online intervention program that is based on mental health psychoeducation and suicide risk prevention for emerging adults who are studying at university. A psychoeducational intervention was conducted with 567 participants, of whom 82.2% were female, aged between 18 and 29 years (M = 20.31; SD = 2.089). The study examines the intervention’s direct impact on adaptive knowledge of suicide risk and mental health, as well as its indirect effect on mental health indicators. The results showed that after the intervention, participants exhibited reduced stigma associated with mental health and suicide, improved knowledge, and more adaptive attitudes towards suicide. Significant changes were observed in various psychological variables, including self-esteem, resilience, emotional regulation, anxiety, depression, stress, and suicide risk, in the expected direction. These findings suggest that integrating psychoeducational interventions and suicide prevention programs into university curricula could promote mental well-being and address suicide risk among emerging adult students.

Evaluating ChatGPT's Utility in Medicine Guidelines Through Web Search Analysis.

With the rise of machine learning applications in health care, shifts in medical fields that rely on precise prognostic models and pattern detection tools are anticipated in the near future. Chat Generative Pretrained Transformer (ChatGPT) is a recent machine learning innovation known for producing text that mimics human conversation. To gauge ChatGPT's capability in addressing patient inquiries, the authors set out to juxtapose it with Google Search, America's predominant search engine. Their comparison focused on: 1) the top questions related to clinical practice guidelines from the American Academy of Family Physicians by category and subject; 2) responses to these prevalent questions; and 3) the top questions that elicited a numerical reply. Utilizing a freshly installed Google Chrome browser (version 109.0.5414.119), the authors conducted a Google web search (www.google.com) on March 4, 2023, ensuring minimal influence from personalized search algorithms. Search phrases were derived from the clinical guidelines of the American Academy of Family Physicians. The authors prompted ChatGPT with: "Search Google using the term '(refer to search terms)' and document the top four questions linked to the term." The same 25 search terms were employed. The authors cataloged the primary 4 questions and their answers for each term, resulting in 100 questions and answers. Of the 100 questions, 42% (42 questions) were consistent across all search terms. ChatGPT predominantly sourced from academic (38% vs 15%, p = 0.0002) and government (50% vs 39%, p = 0.12) domains, whereas Google web searches leaned toward commercial sources (32% vs 11%, p = 0.0002). Thirty-nine percent (39 questions) of the questions yielded divergent answers between the 2 platforms. Notably, 16 of the 39 distinct answers from ChatGPT lacked a numerical reply, instead advising a consultation with a medical professional for health guidance. Google Search and ChatGPT present varied questions and answers for both broad and specific queries. Both patients and doctors should exercise prudence when considering ChatGPT as a digital health adviser. It's essential for medical professionals to assist patients in accurately communicating their online discoveries and ensuing inquiries for a comprehensive discussion.

Using ChatGPT as a Learning Tool: A Study of Ukrainian Students’ Perceptions

Artificial intelligence and generative AI in higher education emerge as transformative forces, profoundly impacting educational practices and methodologies. This paper explores students’ experiences using ChatGPT for learning purposes and investigates their satisfaction levels with the support provided by this tool. For data collection, the authors developed a questionnaire, and a study was conducted among a random sample of 247 university students from Ukraine graduating in Business, Engineering, and IT. The findings confirm that students most commonly rely on ChatGPT when searching for information and working on language-related tasks, such as text editing and text improvements. The study contributes to a better understanding of AI tool integration in diverse academic disciplines, highlighting the importance of tailored strategies to meet distinct needs and expectations across various specialisms in higher education. Moreover, the findings suggest high satisfaction among students of all three specialisms with using ChatGPT for learning purposes, including working on tasks and assignments, and a positive attitude toward this tool in promoting the quality of learning. The results of this study may encourage administrators and educators at higher education institutions to incorporate good practices on using Generative AI tools into curricula and instructional practices, with relevant guidelines on the use of AI and a substantial focus on developing students’ skills on how to use generative AI tools effectively for different purposes and in various academic and professional domains.

The top 100 most cited articles in the past 30 years of wheat allergy: a bibliometric analysis.

Wheat allergy (WA), characterized by immunological responses to wheat proteins, is a gluten-related disorder that has become increasingly recognized in recent years. Bibliometrics involves the quantitative assessment of publications within a specific academic domain. We aimed to execute an extensive bibliometric study, focusing on the past 30 years of literature related to wheat allergy. We searched the Web of Science database on 5th Dec 2023. We used the keywords "wheat allergy or wheat anaphylaxis or wheat hypersensitivity," "gliadin allergy or gliadin anaphylaxis or gliadin hypersensitivity," "wheat-dependent exercise-induced anaphylaxis," and "baker's asthma" for our search. All items published between 1993 and 2023 were included. The top 100 most cited articles were identified and analyzed. Our study conducted an in-depth bibliometric analysis of the 100 most-cited articles in the field of wheat allergy, published between 2002 and 2019. These articles originated from 20 different countries, predominantly Japan and Germany. The majority of these articles were centered on the pathogenesis and treatment of wheat allergy (WA). The Journal of Allergy and Clinical Immunology (JACI) was the most prolific contributor to this list, publishing 14 articles. The article with the highest citation count was published by Biomed Central (BMC) and garnered 748 citations. The peak citation year was 2015, with a total of 774 citations, while the years 1998, 2001, and 2005 saw the highest publication frequency, each with 7 articles. Our study aims to provide physicians and researchers with a historical perspective for the scientific progress of wheat allergy, and help clinicians effectively obtain useful articles that have a significant impact on the field of wheat allergy.

Fostering noticing of classroom discussion features through analysis of contrasting cases

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice.