Academic Work Research Articles

Designing-in WebGIS Tools for digital learning terrains in Natural Environments

Authentic learning environments (Herrington et al., 2014) have been widely acknowledged in creating engaging, meaningful and deep learning experiences, including for “novice” first-year undergraduate students (Roach et al., 2018). Natural Environments (ENVS10001) is a first-year undergraduate subject (unit) that aims to deliver foundational understanding of earth systems and processes to support studies in agriculture, natural resource management and civil engineering. One main obstacle to facilitating understanding in this domain is the unfamiliar scales of the landscape processes and phenomena (Resnick et al., 2017). Natural Environments has been using the granitic geology dominated landscape of Glenrowan in northeastern Victoria (Australia) as an authentic case study. In this presentation we explain how and why we re-designed authentic learning aligned tutorial interactions by integrating student-driven navigation of WebGIS tools such as Geoscience Australia and NatureKit portal to: (a) enable students to build understanding of how geology, geomorphology and ecology interact to result in the dynamic landscapes in the environment; (b) equip students with fundamental and valuable knowledge and skills in accessing free and publicly available datasets useful in their academic and future professional work; (c) demonstrate the authenticity of the curricular content to establish higher levels of learner engagement. The current learning design where dynamic control and interaction with spatial data is central, is just one iteration in the series of previous designs that moved from non-digital to static-digital resources in the learning environment. Generally, an anchored instruction aligned approach (The Cognition and Technology Group at Vanderbilt, 1990) was adopted. Prior to the tutorial, students attended two one-hour lectures explaining the structure of the earth, plate tectonics, and global-scale structural (volcanic and tectonic) landforms. We wanted students to develop an understanding of how, over “unfamiliar” geological (time) and spatial scales, geomorphological processes operating across different rock types resulting from geological processes (e.g. granite pluton emplacement amongst sedimentary rocks) result in the landscapes observed presently. During the class, with tutors as guides, students worked in groups and learnt how to use the Geoscience Australia portal to explore the Glenrowan region, centered around the Warby Ranges and the surrounding plains. Professional instructional videos developed in collaboration with the University of Melbourne Learning Environments media team were used to demonstrate how to use the portal to find geological and geomorphological information. Students were guided in the use of Google Earth to visualise terrain in pseudo-3D and using elevation transects. The spatial correlation of landform patterns and elements with different surface and subsurface geologies was key to unlocking students’ abilities to explain the “why” and “how” of landscape evolution, albeit at the basic level. Students had mostly positive experiences and learning outcomes shown in the post-subject survey (n = 30; scores of 4.6 to 6.0 for 12 questions on 7-point Likert scale) and comments. Technical issues encountered due to simultaneous class access to the portal, and gaps in explaining specific functionalities and their potential for further understanding, were highlighted. The authors acknowledge the strong support for this work through the University of Melbourne’s FlexAP programme.

Responding to AI

The influence of artificial intelligence “has enormous implications for higher education” (Bearman, Ryan & Ajjawi, 2023, p. 369). Those of us teaching in the higher education sector have felt this profoundly: after the rapid uplift in digital teaching and learning practices in response to COVID 19 we are required, yet again, to respond to a new set of challenges brought about by the impact of AI. As an example, chatbot technology is calling into question the reliability of the traditional essay as a valid assessment tool (Stokel-Walker, 2022), requiring significant critical reflection and reevaluation of assessments from teaching academics to ensure course learning outcomes are met. This presentation outlines how a teaching specialist academic working in an initial teacher education (ITE) programme at a South Australian university carried out one such redesign. The focus of the re-design was a ‘unit/year plan’ assessment task for a final year curriculum specialization topic. The redesign aligned with the two guiding principles from TEQSA’s Assessment reform for the age of artificial intelligence (Lodge et al., 2023). The first of these guiding principles: ‘Assessment and learning experiences equip students to participate in a world where AI is ubiquitous’ (p. 2) points to the importance of educating students around AI use relevant to their learning. The second guiding principle: ‘Forming trustworthy judgements about student learning in a time of AI requires multiple, inclusive and contextualised approaches to assessment’ (p. 3) underscores the ongoing necessity for universities to have effective means by which to measure student learning outcomes, especially in accredited courses. The redesign of the assessment task both acknowledged the potential of AI for use in the professional space, and simultaneously sought to ensure assessment validity through the inclusion of an interview with the pre-service teachers. Overall, the redesign of the assessment task incorporated three components. Firstly, a brief introductory module about discipline-specific uses of AI was incorporated into the online course content. Secondly, pre-service teachers were ‘permitted’ to utilise available AI platforms in the creation of their planning task. Thirdly, the assessment process was adapted to include an oral presentation (Gulikers, Bastiaens & Kirschner, 2004) conducted as a panel interview in which each pre-service teacher could provide evidence of the pedagogical perspectives underpinning their plan and subsequently demonstrate the successful achievement of topic learning outcomes. The purpose of the panel interview was to assist assessors in forming a judgement about pre-service teachers’ pedagogical understanding and application, in line with relevant criteria from Matheis and John’s Comprehensive Authentic Assessment Model (CAAM) (Matheis & John, 2024). Autoethnographic reflections on the first delivery of the redesigned assessment are provided, including alternative approaches for future iterations. The learnings from the teaching initiative outlined in this presentation contribute to the growing discussion about how we can develop the capacity of our pre-service teachers as skilled and critical practitioners who can utilize AI as a valuable tool for their ongoing professional practice.

Relationships between postgraduate student mental health and the resources and demands inherent to academic work

Relationships between postgraduate student mental health and the resources and demands inherent to academic work

LEVERAGING CORPUS LINGUISTICS AND DATA-DRIVEN DEEP LEARNING FOR TEXTUAL EMOTION ANALYSIS

Emotions have played a major part in the conversation, as they express context to the conversation. Text or words in conversation contain contextual and lexical meanings. In recent times, obtaining emotion from the text has been an attractive area of research. With the emergence of machine learning (ML) algorithms and hardware to aid the ML method, identifying emotion from the text with ML provides significant and promising solutions. The main objective of Textual Emotion Analysis (TEA) is to analyze and extract the user’s emotional states in the text. Many different Complex Systems and Deep Learning (DL) algorithms have been fast-paced developed and proved their effectiveness in several fields including audio, image, and natural language processing (NLP). This has moved researchers away from the classical ML to DL for their academic research work. This study develops a new Corpus Linguistics and Data-Driven Deep Learning for Textual Emotion Analysis (CLD3L-TEA) technique. The CLD3L-TEA technique mainly investigates the distinct types of emotions that endure in the social media text. In the CLD3L-TEA model, the raw data can be pre-processed in distinct ways. Next, a multi-weighted TF–IDF model is used to generate feature vectors. For the identification of emotions, the CLD3L-TEA technique applied a gated recurrent unit (GRU). At last, the hyperparameter range of the GRU model is executed by the Fractal Harris Hawks Optimization (HHO) model. The experimental validation of the CLD3L-TEA technique on a benchmark dataset illustrates the supremacy of this technique over recent approaches.

Dandy walker syndrome: A bibliometric analysis of the most 100 cited articles

Introduction: Dandy-Walker Syndrome (DWS), a complex neurodevelopmental disorder, has intrigued clinicians and researchers since its description by physicians Walter Dandy and Arthur Walker. Despite its recognition for nearly a century, understanding its etiology, pathogenesis, and clinical manifestations remains elusive. This bibliometric analysis aims to elucidate influential academic works on DWS. Methods: In January 2024, we conducted a Scopus search for articles on DWS and identified the top 100 referenced publications. The Harzing Publish or Perish search engine was utilized with relevant terms, including “Dandy-Walker,” “Dandy-Walker Syndrome,” and “Dandy-Walker Malformation.” Data from Scopus, including publication details and citation counts, were compiled and organized using Microsoft Excel. Statistical analysis and data visualization were performed using Python, with Pandas, Matplotlib, Seaborn, and NetworkX libraries employed for this purpose. Results: The bibliometric analysis of DWS research revealed key insights. Significant research output was noted in the 2000-2009 and 1990-1999 decades. The cumulative citations totaled 6,059, with an average of 2.60 citations per year per article. Leading authors included W B Dobyns, Kathleen J Millen, and G Pilu. Institutions such as the University of California and Harvard Medical School were prominent, with the United States being the predominant contributor. Major journals like the American Journal of Medical Genetics played significant roles. Conclusion: This bibliometric study summarizes the most-cited articles on DWS, providing light on the field and its seminal works that have shaped both present-day clinical treatment and the trajectory of future research.

The Role of Psychological Resilience, Coping Mechanisms and Locus of Control in Managing Students' Perceived Stress during Exams

Abstract: With this study we provide conclusive evidence on the importance of psychological resilience, coping mechanisms, self-esteem and locus of control for optimal adaptation in situations of intense psychological stress, such as the stress perceived by students in exam situations. The data reveal that out of 120 students included in the study group, 29 students, i.e., 33.2 ⁒ were in the high stress zone and 4 students, i.e., 3.3 ⁒ were in the dangerously high stress zone, which can be explained by the poor functioning of some coping mechanisms and psychological resilience. For example, self-blame as a variable of coping mechanisms has a negative influence on the level of perceived stress and explains 49.72% of the stress level. Also, by comparison, some variables play a positive role in stress management and explain in different proportions the level of perceived stress, such as perspective-taking (35.64%), positive reappraisal (27.64%), positive refocusing (20.25%) or self-esteem (12.33%). The study also revealed that females better manage specific manifestations of perceived stress in exam situations, proving that they more easily establish interpersonal relationships, which in turn can support some healthy response behaviors, how to solve specific tasks and adapt more easily to some specific demands of academic work.

Introducing Landmarks: The Tugu Yogyakarta's Popularity in Literature Review and Online Media

This paper explores the cultural and urban significance of Tugu Yogyakarta, a famous monument in Yogyakarta, Indonesia. Located at the city's main crossroads, Tugu Yogyakarta is essential to Yogyakarta's Philosophical Axis, symbolizing the city's identity and pride. This analysis examines the academic discourse and social media presence of Tugu Yogyakarta, highlighting the monument's historical, cultural, and urban importance. The study emphasizes the role of social media platforms such as Instagram and TikTok in promoting the monument to a broader audience through visual and interactive content, with virtual reality (VR) technology discussed to provide virtual tours, increasing public engagement and awareness without time and distance limitations. The findings expose that academic literature, predominantly produced by Indonesian researchers, focuses on cultural heritage, urban design, and educational roles, while the topic is just starting to gain attention internationally. The social media analysis shows strong public engagement, with hashtags like #tugujogja widely used, reflecting the monument's cultural significance. This study combines a literature review with social media data analysis, making it a unique approach to comprehensively assess the monument's popularity and public awareness of its historical and cultural value. The social media data was analyzed using Gephi and Excel to calculate hashtag frequency and visualize network interactions. The findings show the critical contribution of Tugu Yogyakarta to the sustainability of cultural heritage preservation. The study highlights the synergistic relationship between academic research and the social media presence in promoting Tugu Yogyakarta, with digital platforms significantly boosting its visibility and public engagement. In conclusion, this study provides a multifaceted analysis of Tugu Yogyakarta, integrating cultural aspects, urban elements, and city marketing strategies. Successful promotion of the monument through academic works and social media can enhance heritage conservation and strengthen the public's engagement with Yogyakarta's historical landmarks.

‘The exciting AI adventure’: reflections on the ethical use of generative AI in academic writing

Generative AI is rapidly and radically changing reading and writing practices and compelling HEIs to adopt new strategies for promoting academic integrity and incorporating emergent literacy-enhancing technologies into curriculum delivery. In his presentation, Lee-Price critically reflected on two academic writing workshops intended to develop undergraduates’ understanding of academic integrity and demonstrate a constructive and critical use of AI in academic work. The workshops were designed with the aid of ChatGPT, with one of them incorporating a paraphrasing activity using QuillBot. Lee-Price explored how practitioners can work with AI in a way that embraces ALDinHE’s (2023) five values of Learning Development: in particular, supporting staff and students to ‘make sense of’ HE and foster ‘critical pedagogy’. In his analysis of the design and delivery of the workshops, Lee-Price adopted an academic literacies approach that encourages ‘alternative ways of meaning making in academia […] by considering the resources that (student) writers bring to the academy’ (Lillis and Scott, 2007, p.13). He also drew on the concept of ‘slow reading’, which resists an emphasis on efficiency and the associated view of reading as information extraction, promoting instead ‘an ethical relation of openness with the otherness, ambiguity and strangeness of the text, and how this openness to intensity and intimacy can be transformative’ (Walker, 2017, p.xx). Themes explored included co-creation, lived experience, and ethical responsibility. Lee-Price proposed that Learning Developers should proactively support their institutions in engaging innovatively with the practical, pedagogical, and ethical challenges (and opportunities!) arising from AI.

Windows of Insight: A Review on Stained Glass Research Trends

This study uses Scopus data from 1855 to 2023 to examine key trends and developments in stained glass research, showing a notable increase in academic work after 2000. This growth is linked to advances in digital technology and wider global access, allowing for interdisciplinary research combining materials science, engineering, and cultural studies. New technologies, such as hyperspectral imaging and laser cleaning, have significantly improved conservation methods. The study also shows an increasing contribution from the United States, alongside the continued leadership of Europe, with more diverse sources of funding reflecting global investment in stained glass research. By offering a comprehensive, long-term analysis, this review fills gaps in previous studies by addressing the lack of integrated research across different fields and regions. It provides useful insights for future research, policy-making, and conservation efforts, highlighting the global importance of stained glass. The findings emphasize its continuing relevance to art, technology, and cultural heritage preservation.

Ethical and effortful: workshopping human and generative AI academic writing collaborations

The launch of Open AI’s ChatGPT in 2022 caused a furore within higher education. While initial reactions were negative – educators imagined the end of the undergraduate essay and an acceleration in academic integrity departures – more recent conversations have emphasised how these tools might enhance teaching and learning experiences. This paper explores one possibility for approaching student use of generative artificial intelligence (GenAI) tools, by considering their use in relation to academic skill development. It focuses on a set of workshops conducted within a graduate professional development course at Queen’s University (Canada) in early 2024. The first workshop examined commonalities in Western, English academic writing structures; identified how demystifying these structures supports academic writing and reading practices; and considered how GenAI tools that utilise large language models (LLMs) mimic these structures to enhance students’ awareness of GenAI’s potential applications and limitations, and to identify the processes inherent in academic work. In the second workshop, students critiqued discipline-specific examples of AI-generated academic assignments. By exploring the qualities of academic writing alongside GenAI outputs, the workshop series invited students to explore the possibilities of what might be achieved through human-AI collaboration and to articulate what can never be replicated by a tool without embodied knowledge. This paper presented this set of workshops as a possible model for discussing GenAI tools with students—a model that demonstrates how GenAI tools might be integrated into students’ academic practices in ways that are ethical and effortful and which support, rather than stifle, student creativity.

The legality of roads in Chile, 1842–1969: A historical overview

Currently, no academic work examines the history of the legality of roads in Chile during its independent existence as a sovereign country. Addressing this gap in the literature, this paper focuses specially on the period from 1842 to 1969, when different actors articulated a set of guiding ideas about the duties of the state and the legal powers of the administrative authority in terms of planning, construction and management of road infrastructure that would allow connectivity between population centers and across regions, according to the ideas and resources available at their historical time. This historical overview of Chilean “road law” is done in the light of insights and questions of contemporary intellectual history and institutional history. In this regard, it is argued that the evolution of road infrastructure norms and institutions during the period under study can be divided into three historical regimes, based on their fundamental legislative milestones, guiding ideas, institutional settings, and strategies of state action: from 1842 to 1887, a period of a decentralized “minimal road state” with precarious roads characterized by both material and juridical uncertainty; from 1887 to 1920, the emergence of a “proto-developmentalist road state” intent on strengthening its grip on the nationwide road infrastructure; and from 1920 to 1969, a period of a “techno-developmentalist road state” that created a nationwide paved road network for the new technology of mobile vehicles.

Factors Influencing the Skill Level of Primary Healthcare Workers in Managing Paediatric Emergencies

Paediatric emergencies continue to be a significant public health concern in Nigeria, particularly in rural areas where primary healthcare centers (PHCs) often serve as the sole source of medical care. The ability of healthcare workers in these settings to effectively manage paediatric emergencies is crucial for improving child health outcomes. This study aimed to assess the factors influencing the skill level of primary healthcare workers in managing paediatric emergencies in Zaria, Nigeria. A cross-sectional descriptive study was conducted among 139 randomly selected healthcare workers in Sabon Gari and Zaria Local Government Areas. A pre-tested questionnaire was used to collect data on socio-demographic characteristics, work experience, and skills in managing paediatric emergencies. Data were analyzed using SPSS version 21. The results revealed that healthcare workers in PHCs in Zaria exhibited varying levels of skills in managing paediatric emergencies. Several factors were identified as influencing their skill levels. Healthcare workers with higher academic qualifications demonstrated significantly better skills in managing paediatric emergencies. This suggests that formal education plays a crucial role in developing the necessary competencies. While experience can be a valuable asset, the study did not find a strong association between years of experience and skill levels. This may indicate that experience alone is not sufficient for developing the necessary skills, and additional training and support may be required. Healthcare workers who had received recent training or participated in continuing medical education (CME) programs related to paediatric emergency management tended to have higher skill levels. This highlights the importance of ongoing professional development in maintaining and improving skills. The findings of this study suggest that a combination of factors influences the skill level of primary healthcare workers in managing paediatric emergencies. While academic qualifications are important, ongoing training and access to resources are also essential. It is crucial to address these factors through targeted interventions to improve the skills of healthcare workers and enhance the quality of care provided to children in need. This study highlights the critical need for targeted interventions to improve the skills of primary healthcare workers in managing paediatric emergencies in Zaria, Nigeria. By addressing factors such as academic qualifications, training, resource availability, and work environment, policymakers and healthcare providers can significantly enhance the quality of care provided to children in need.

China's Response to the Expansion of U.S. Influence in Asia: The Intersection of Religion and Governance in Afghanistan (2011-2019)

Research Problem: The article addresses China’s concerns regarding the expansion of U.S. influence in Asia, particularly focusing on Afghanistan's strategic importance in the geopolitical competition between the two powers. The U.S. military presence and Afghanistan’s religiously influenced governance pose a significant challenge for China, which must navigate both political and religious dynamics to secure its interests in the region. This research investigates how these factors shape China’s foreign policy and its interactions with Afghanistan. Research purposes: The study aims to explore how China’s foreign policy towards Afghanistan has evolved in response to the geopolitical and religious landscape influenced by U.S. actions. Specifically, it examines China’s strategic calculations regarding Afghanistan’s religious governance and how this affects its efforts to engage with Afghan political actors, such as the Taliban, while maintaining its broader geopolitical and economic goals, including the Belt and Road Initiative. Research methods: The research employs a historical and analytical approach, drawing on data from 2011 to 2019 to examine China's foreign policy shifts in response to U.S. actions in Afghanistan. The study relies on secondary sources, including policy papers, academic works, and governmental reports, to assess China’s evolving role and strategies concerning the religiously influenced political structures in Afghanistan. Results and Discussion: The findings show that China’s foreign policy towards Afghanistan is significantly influenced by its concerns over U.S. military presence and alliances in the region. China’s engagement with Afghanistan has been shaped by the need to navigate the religious-political dynamics, particularly with the rise of religiously motivated actors such as the Taliban. China’s strategic responses include strengthening diplomatic ties, economic investments, and engaging with both Afghan religious and political leaders to secure its geopolitical interests. The article discusses how China's secular approach to governance contrasts with Afghanistan’s religious influences, affecting its foreign policy strategies. Research Implications and Contributions: This study contributes to the broader understanding of how religion, politics, and governance intersect in Afghanistan’s international relations, particularly with China. It provides insights into how China adapts its foreign policy to account for religiously motivated governance, while also pursuing its geopolitical goals in the region. The research offers valuable perspectives for policymakers and scholars on the interplay between religion, governance, and foreign policy in a strategically significant context like Afghanistan.

Engineering under oppressive regimes: exploring the role of engineers during apartheid South Africa

ABSTRACT Engineers’ contribution to society tends to be located in rational, technical constructs devoid of social and political interests. This paradigm presents a challenge to engineering educators tasked with undergraduate engineering curriculum content that links to society in some way. This article reports on a study undertaken by engineering educators who were motivated to understand the role of the social and political on the work of engineers. It explores how engineers conceived of their role during apartheid, an oppressive political regime for the majority of South Africans that officially ended in 1994. Interviews were conducted with engineers and academic staff to examine how participants’ navigated engineering practice and academic work during that period. The thematic findings allow for a conceptualisation of the apartheid ‘system’ they encountered, depicts how they saw their role in this system and explores the underlying reasons for why they behaved in the ways that they did.

A Methodology for the Design of a Compliant Electrocardiograph: A Case Study

This document presents the methodology for designing an electrocardiograph capable of acquiring IEC 60601-2-25-compliant signals. The objective of developing this methodology is to address a signal incompatibility problem that has existed in academia for years, specifically in physiological processing research. This problem is related to the signal’s sampling rate and/or noise levels, and it becomes evident when one signal processing method is intended to work with another, either as a subsequent or simultaneous process. Even though matching algorithms can be implemented to remedy this incompatibility problem, the ultimate solution is the standardization of signals, which depends exclusively on the standardization of hardware. The signal incompatibility problem is urgent to solve because it makes the integration and scalability of different academic works difficult, preventing academia from reaching the stage of development that commercial equipment displays in automatic interpretation procedures. The design methodology presented in this document addresses the stated problem by creating an open-source hardware device capable of acquiring compliant signals, with careful consideration given to Signal Integrity and EMC concepts—a methodology that can be extended to other physiological acquisition systems. The expedited availability of the device’s design documentation and fabrication files is also an advantage of this work.

Digital health and some thematic shifts in bioethics in academic publications after the pandemic

Abstract Background Digital health (DH) presents vast opportunities, but also dynamic shift in viewpoints, which is reflected in academic works. Since DH concerns patient data, a major issue is complying with the bioethical principles, and ensuring patients’ privacy and security. The aim of this research is to explore avenues, in which ethics and privacy are reflected in DH, especially in terms of research, legislation, artificial intelligence (AI) and blockchain applications in medicine and public health. Methods Literature search for full text publications in PubMed, Scopus and ScienceDirect focused on ethics and privacy in DH in the period 2019-2023 found 325 articles in English authored by academicians. Six thematic categories were identified: ethics (fundamental principles; ethics in using novel DH tools); privacy (in use of apps/wearables; as a challenge/barrier to DH interventions/technologies); ethics/privacy in: DH research (data gathering, use, sharing); policy and legislation (for DH applications); AI and blockchains (in medicine and public health). Results Articles were from 32 countries: USA-24.3%; UK-13.5%; Germany-7.7%; Canada-7.4%; Australia-6.7%; Netherlands, Italy, Switzerland-4.7% each; China, India-3.0% each and 20.3% from 22 other countries; 86.5% in medical/DH journals. Only 10.2% were published in 2019; 17.8% - 2020; 19.4% - 2021; 27.1% - 2022 and 25.5% - 2023. Privacy was discussed in 26.5%; ethics-23.7%; research-19.4%; AI-15.1%; policy and legislation-9.5% and blockchains-5.5% of the articles. The publication activity of all six categories increased after the unfold of the pandemic in 2020. In 2023 publications for ethics (13%), privacy (5.8%) and research (6.3%) decreased; for legislation (12.9%), AI (14.3%) and blockchains in healthcare (16.8%) increased. Conclusions The pandemic and its aftermath present a change in academic interest. Traditional ethical fundaments in DH slightly lose position in favor of top notch technologies and apt legislation. Key messages • The pandemic and modern technologies enforced new digital health applications. Further research will reveal the needs of AI and blockchain applications respecting privacy and the ethical principles. • Besides existing legislation and regulations, in order to catch up with the dynamic developments in DH, the legal base needs to become more flexible. Technologies change, privacy importance does not.

A JUDICIALIZAÇÃO DO DIREITO À SAÚDE: ANÁLISE DOS REQUISITOS PARA CONCESSÃO DE LIMINARES

This study focuses on the analysis of the judicialization of the right to health, emphasizing the legal and practical implications arising from the granting of injunctions within the public health domain. The right to health, enshrined in the 1988 Federal Constitution as a fundamental social right, guarantees all citizens universal and equitable access to health services, a direct outcome of the Sanitary Reform that culminated in the establishment of the Unified Health System (SUS). The analysis was conducted through a review of literature, legislation, jurisprudence, and academic works about the theme, highlighting the consequences of this judicial intervention, which include significant financial impacts, an increase in inequalities regarding access to health services, and an overburdened judiciary. Subsequently, the phenomenon of judicialization of the right to health, intensified over the past few decades, is discussed considering its implications and consequences. This right has increasingly become the subject of judicial scrutiny, prompting interventions by the judiciary to ensure access to treatments, medications, and procedures. The consequences of judicialization to the right to health are multifaceted and include substantial financial impacts on the public budget. While judicialization seeks to ensure the effectiveness of the right to health and to fully protect citizens, its effects can be detrimental to the equilibrium of public health policies, affecting both equity and the sustainability of the system. As a result of this work, it is indicated that, to mitigate negative impacts, it is essential for judicial decisions to be made based on rigorous technical criteria and to be supported by robust evidence, such as medical reports. Furthermore, the responsibility for the implementation of judicial decisions should be tripartite, involving the Federal Government, States, and Municipalities, with procedural efficiency being necessary to prevent harm to citizens' health, thereby safeguarding the sustainability of the Unified Health System (SUS).

Formative Research in the Digital Context and Academic Competence in their Academic Works of University Students

Traditional teaching methodologies, such as lectures, are not the most effective in improving students' academic competence. However, through learning through formative research and the use of educational technologies, university students can better develop their academic competencies. The objective of this article was to determine the relationship between formative research in the context of dynamic digital technology and the academic competence of students at the Universidad Nacional del Altiplano in Peru. The methodology used was quantitative, cross-sectional and correlational. A survey was applied in the three areas of professional training, such as: social sciences, biomedical and engineering, to a representative sample of 382 students of both sexes, out of a population of 17,000 students. The findings of the research revealed a moderate positive relationship (r = 0.469), with a significance level of (p value = 0.00 < 0.05). This indicates that formative research, using various dynamic didactic techniques, is directly related to the academic competence of students in the elaboration of their academic works.

Findings of the British Association of Dermatologists Career Survey of Dermatologists in Training and New Consultant Dermatologists 2023.

Previous surveys of UK dermatology trainees have identified key patterns regarding future career intentions that can help to inform workforce planning as consultant vacancies continue to grow. We invited all doctors training in dermatology, as well as all dermatology doctors who have completed training between 2018-2023 to complete separate surveys over a six-week period. These surveys explored: career locations, working patterns, pull factors towards particular posts, and push factors away from NHS consultant posts. The findings of these surveys confirm persisting trends towards less than full time working, ongoing limited geographical mobility of trainees, and a reducing appetite for academic work all identified in previous surveys. This survey offers the first insight into the working lives and factors influencing these career choices of consultants who completed their dermatology training between 2018-2023.

Human-AI Collaboration: A Student-Centered Perspective of Generative AI Use in Higher Education

The increasing adoption of generative AI (Gen AI) has made it even more important to investigate how education and learning is transformed. The paper investigates the evolving relationship between humans and AI in performing learning and knowledge-intensive tasks. Based on mixed data collected from business school students, the article explores the evolving relationships between human and AI in knowledge collaboration. The article sets out to address how Gen AI usage affects students’ behavior, their academic work and their attitudes towards AI. It investigates how students use Gen AI in an academic context to support students’ work processes. Our analysis draws on collaborative learning theories and revisits the automation-augmentation paradox in the context of management education. The aim is to address the following research questions: How does collaboration with AI affect student academic work? And how do students in higher education use Gen AI for academic work? We present insights into students’ perception of benefits and drawbacks of using Gen AI, their attitude towards Gen AI, knowledge tasks in which they collaborate or delegate to Gen AI and we discuss the potential risks associated with the use of Gen AI. Students are collaborating with AI using ChatGPT for expanding knowledge on academic themes, summarizing concepts, theories, and generating ideas for research topics and methods. Time saving, enhanced productivity and user-friendliness of the tool were identified as the main benefits associated with Gen AI, whereas the risk of plagiarism, its inaccuracy in responses and the need for prior knowledge were identified as the main drawbacks. While our findings underscore the potential of Gen AI to significantly enhance student learning experiences, they also underscore the importance of exercising caution and awareness of associated risks to automate learning. This study seeks to enrich our comprehension of AI's transformative role in higher education, with a specific focus on the student-centered perspective.