The 21^st century has witnessed precipitous changes spanning from the way of life to the technologies that emerged. We have entered a nascent paradigm shift (industry 4.0) where science fictions have become science facts, and technology fusion is the main driver. Thus, ensuring that any advancement in technology reach and benefit all is the ideal opportunity for everyone. In this study, disruptive technologies of industry 4.0 was explored and quantified in terms of the number of their appearances in published literature. The study aimed at identifying industry 4.0 key technologies which have been ill-defined by previous researchers and to enumerate the required skills of industry 4.0. Comprehensive literature survey covering the field of engineering, production, and management was done from multidisciplinary databases: Google scholar, ScienceDirect, Scopus, Sage, Taylor & Francis and Emerald insight. Results of the electronic survey showed that 35 disruptive technologies were quantified and 13 key technologies: Internet of things, Big data, 3D printing, Cloud computing, Autonomous robots, Virtual and Augmented reality, Cyber physical system, Artificial intelligence, Smart sensors, Simulation, Nanotechnology, Drones and Biotechnology were identified. Both technical and personal skills to be imparted into the human workforce for industry 4.0 were reported. The study identified the need to investigate the capability and the readiness of developing countries in adapting industry 4.0 in terms of the changes in the education systems and industrial manufacturing settings. The study proposes the need to address integration of industry 4.0 concepts into the current education system.

This research focuses on developing a Student Performance Evaluation System to enhance effectiveness and oversight in higher education. The system aims to address challenges faced by instructors in evaluating student performance using a distributed system approach. Agile methodology is employed in development, and database replication techniques are applied for data synchronization. System features include registration, assessment form creation, assessment submission, statistical visualization, and access to assessment history. The system is designed to improve efficiency and transparency in the assessment process. Key features of the system include registration process, assessment form creation, assessment submission, statistical visualization, and access to assessment history. Its goal is to enhance efficiency and transparency throughout the assessment process. The article details the system workflow and the roles played by Admins, Instructors, and students in system usage. Additionally, it discusses the back-end development model and pathways, as well as the performance testing results. Performance testing indicates that the system achieves high throughput of up to 21.55 requests per second, with an average response time of only 34 milliseconds and an error rate of zero percent. These results affirm that the system efficiently handles user loads and nearly instantaneously responds to requests, providing an optimal user experience in the context of student performance evaluation in higher education.

This research focuses on developing a Student Performance Evaluation System to enhance effectiveness and oversight in higher education. The system aims to address challenges faced by instructors in evaluating student performance using a distributed system approach. Agile methodology is employed in development, and database replication techniques are applied for data synchronization. System features include registration, assessment form creation, assessment submission, statistical visualization, and access to assessment history. The system is designed to improve efficiency and transparency in the assessment process. Key features of the system include registration process, assessment form creation, assessment submission, statistical visualization, and access to assessment history. Its goal is to enhance efficiency and transparency throughout the assessment process. The article details the system workflow and the roles played by Admins, Instructors, and students in system usage. Additionally, it discusses the back-end development model and pathways, as well as the performance testing results. Performance testing indicates that the system achieves high throughput of up to 21.55 requests per second, with an average response time of only 34 milliseconds and an error rate of zero percent. These results affirm that the system efficiently handles user loads and nearly instantaneously responds to requests, providing an optimal user experience in the context of student performance evaluation in higher education.

AbstractIntroduction: Increasing knowledge of obstetric danger signs (ODS) and encouraging birth preparedness and complication readiness (BPCR) practices are strategies to increase skilled maternal health service utilization in low-income countries. One of the methods to increase mothers' knowledge about ODS and promote BPCR practice is through health education intervention (HEI). However, the effect of context-specific community-based health education led by women's groups on these outcomes has not been comprehensively studied, and the existing evidence is inconclusive. Thus, we aimed to evaluate the effect of a context-specific community-based HEI led by women's groups on mothers' knowledge regarding ODS and BPCR practices in southern Ethiopia.Methods: An open-label, two-arm parallel group cluster-randomized controlled trial was conducted from January to August 2023 on pregnant women from 24 clusters (kebeles) (12 interventions and 12 controls) in the northern zone of the Sidama region. The Open Data Kit smartphone application was utilized to collect data. The intention-to-treat analysis was used to compare outcomes between groups. We fitted multi-level mixed-effects modified Poisson regression with robust standard error to account for between and within cluster effects. Results: One thousand and seventy pregnant women (540 in the intervention and 530 in the control clusters) responded to this study, making the overall response rate 95.02%. Excessive vaginal bleeding (94.3% in the interventional group vs. 88.7% in the control group) was the commonest ODS mentioned during childbirth. Overall, 68.7% of women in the intervention group and 36.2% of mothers in the control group had good knowledge of ODS (P-value < 0.001). Saving money and materials (97.1% in the interventional group vs. 92.7% in the control group) was the most frequently practiced BPCR plan. Overall, 64.3% of women in the intervention group and 38.9% of mothers in the control group practiced BPCR (P-value < 0.001). HEI significantly increased overall knowledge of ODS (adjusted risk ratio [ARR]: 1.71; 99% CI: 1.14-2.57) and improved overall BPCR practice (ARR: 1.55; 99% CI: 1.02-2.39). Conclusions: A community-based HEI led by women's groups improved mothers' knowledge regarding ODS and BPCR practices in a rural setting in southern Ethiopia. Interventions designed to increase women's knowledge of ODS and improve BPCR practice must implement context-specific, community-based HEI that aligns with World Health Organization recommendations. Trial registration: NCT05865873

The rapid proliferation of information in the digital era underscores the importance of accurate historical representation and interpretation. While artificial intelligence (AI) has shown promise in various fields, its potential for historical fact-checking and gap-filling remains largely untapped. This study evaluates the performance of three large language models (LLMs)—GPT-3.5, GPT-4, and Google- BARD—in the context of predicting and verifying historical events based on given data. A novel metric, "Distance to Reality" (DTR), is introduced to assess the models' outputs against established historical facts. The results reveal a substantial potential for AI in historical studies, with GPT-4 demonstrating superior performance. This paper underscores the need for further research into AI's role in enriching our understanding of the past and bridging historical knowledge gaps.

People must have particular personality traits and social resources, also known as health literacy, in order to access, comprehend, and use information to make decisions about their health. Patients' ability to engage in complex disease management and self-care is strongly related to their level of health literacy. It can help us stay healthy by preventing illness and effectively managing existing illnesses. People with low health literacy (LHL) may find it difficult to manage their condition and prevent illness, which may lead to increased use of healthcare services. Furthermore, LHL is associated with increased hospitalizations, increased use of emergency care, decreased use of preventative services, and a worsened ability to understand labels and health messages, a worsened state of health, higher mortality, and more expensive medical care.

In the realm of educational technology, Data Analytics (DA) is reshaping teaching and learning. This paper investigates the impact of DA on education, specifically comparing Student Information Systems (SIS) and Learning Management Systems (LMS). Data-driven insights from SIS and LMS platforms enable educators to tailor instructional strategies to individual student needs effectively. While SIS manages student data for administrative tasks, LMS offers tools for content delivery and collaboration. Using the strengths of SIS and LMS, educators can optimise teaching and learning experiences, tracking student progress, and fostering collaboration. The comparison emphasises their distinct roles: SIS manages administrative tasks, while LMS focusses on content delivery and collaboration. Using both systems, educators improve the teaching and learning experience, leveraging DA for continuous improvement. In summary, this paper underscores the transformative role of DA in education, framed within the context of comparing the SIS and LMS functionalities. By examining the intersection of data-driven decision making and educational technology, educators are equipped with the tools and knowledge to harness the power of data for meaningful and impactful teaching and learning.

Background: Acceleration of mass vaccination strategies is the only pathway to overcome the COVID-19 pandemic. Healthcare professionals and students have a key role in shaping public opinion about vaccines. This study aimed to evaluate the attitudes of dental students globally towards COVID-19 vaccines and explore the potential drivers for students' acceptance levels; Methods: A global cross-sectional study was carried out in February 2021 using an online ques-tionnaire. The study was liaised by the scientific committee of the International Association of Dental Students (IADS), and data was collected through the national and local coordinators of IADS member organizations. The dependent variable was the willingness to take the COVID-19 vaccine, and the independent variables included demographic characteristics, COVID-19-related experi-ence, and the drivers of COVID-19 vaccine-related attitude suggested by the WHO-SAGE; Results: A total of 6639 students from 22 countries representing all world regions responded to the ques-tionnaire properly. Their mean age was 22.06 ± 2.79 (17-40) years, and the majority were females (70.5%), in clinical years (66.8%), and from upper-middle-income economies (45.7%). In general, 22.5% of dental students worldwide were hesitant, and 13.9% rejected COVID-19 vaccines. The students in low- and lower-middle-income (LLMI) economies had significantly higher levels of vaccine hesitancy compared to their peers in upper-middle- and high-income (UMHI) economies (30.4% vs 19.8%; p < 0.001); Conclusions: The global acceptance level of dental students for COVID-19 vaccines was suboptimal, and their worrisome level of vaccine hesitancy was influenced by the socioeconomic context where the dental students live and study. The media and social media, public figures, insufficient knowledge about vaccines, and mistrust of governments and the pharmaceutical industry were barriers to vaccination. The findings of this study call for further implementation of epidemiology (infectious diseases) education within undergraduate dental curricula.

Background and objectives: Myalgic Encephalomyelitis/Chronic Fatigue Syndrome ME/CFS is a common complex multi-system disease with a significant impact on the quality of life of patients and their families, yet the majority of ME/CFS patients go unrecognised or undiagnosed. For two decades the medical education establishment in the UK has been challenged to remedy these failings, but little has changed. This study was designed to ascertain the current UK medical school education on ME/CFS and to identify challenges and opportunities to inform the future of medical education. Materials and methods: A questionnaire, developed under the guidance of the Medical Schools Council, was sent to all 34 UK Medical Schools to collect data for the academic year 2018-2019. Results: Responses were provided by 22 out of a total of 34 medical schools (65%). 59% of respondents taught ME/CFS, led by specialists drawn from 6 medical disciplines. Teaching delivery was usually by lecture; however, discussion case studies and e-learning were used. 7 schools included questions on ME/CFS in their examinations and 3 schools reported likely clinical exposure to ME/CFS patients. 64% of respondents were interested in receiving further teaching aids in ME/CFS. None of the schools shared details of their teaching syllabus so it was not possible to ascertain what students were being taught. Conclusions: UK medical school teaching in ME/CFS is shown to be inadequate. Several medical disciplines, with known differences about the disease, need to set these aside to give greater clarity in teaching undergraduates so they can more easily recognise and diagnose ME/CFS. Improvements are proposed in ME/CFS medical education consistent with the international paradigm shift in biomedical understanding of this disease. Many medical schools (64% of respondents) acknowledge this need by expressing a strong appetite for the development of further teaching aids and materials. The GMC and MSC are called upon to use their considerable influence to bring about the appropriate changes to medical school curricula so future doctors can recognise, diagnose and treat ME/CFS. The GMC should also consider creating a registered speciality encompassing ME/CFS, post viral fatigue and Long Covid.

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

Women have been leading organizations and communities for centuries, but their journeys in leadership have sometimes been challenging. This paper aims to reflect on women's positive and negative experiences in leadership roles and understand the factors contributing to their successes and challenges.To explore these issues, we will draw on various academic literature, including studies on gender and leadership and case studies of women in leadership positions. We will also examine the cultural and social factors that affect women's experiences in leadership, including bias and discrimination, societal expectations, and work-life balance challenges.One key theme from this analysis is the importance of role models and support networks in helping women succeed in leadership roles. Women with access to mentorship, sponsorship, and peer networks are more likely to thrive in their roles and overcome the challenges they may face. However, lacking female role models and mentors can make it difficult for women to advance in their careers and contribute to feelings of isolation and imposter syndrome.Another important theme is the need for organizations and society to address systemic biases and discrimination that prevent women from reaching their full potential. This can include initiatives such as unconscious bias training, flexible work arrangements, and policies that support gender diversity and inclusion.In conclusion, this paper highlights women's positive and negative experiences in leadership roles and emphasizes the need for ongoing efforts to support and empower women in leadership. By addressing the challenges women face and building a culture of inclusion and support, organizations and society can help unlock the full potential of women leaders and create a more equitable and just world.

Heart failure (HF) management in type 1 diabetes (T1D) is particularly challenging due to its increased prevalence and the associated risks of hospitalization and mortality, driven by diabetic cardiomyopathy. Sodium-glucose cotransporter-2 inhibitors (SGLT2-i) offer a promising avenue for treating HF, specifically the preserved ejection fraction variant most common in T1D, but their utility is hampered by the risk of euglycemic diabetic ketoacidosis (DKA). This review investigates the potential of SGLT2-i in T1D HF management, alongside the emergent Continuous Ketone Monitoring (CKM) technology as a means to mitigate DKA risk, through a comprehensive analysis of clinical trials, observational studies, and reviews. The evidence suggests SGLT2-i significantly reduce HF hospitalization and enhance cardiovascular outcomes. However, their application in T1D patients remains limited due to DKA concerns. CKM technology emerges as a crucial tool in this context, offering real-time monitoring of ketone levels, which enables the safe incorporation of SGLT2-i into treatment regimes by allowing for early detection and intervention in the development of ketosis. The synergy between SGLT2-i and CKM has the potential to revolutionize HF treatment in T1D, promising improved patient safety, quality of life, and reduced HF-related morbidity and mortality. Future research should aim at clinical trials directly assessing this integrated approach, potentially guiding new management protocols for HF in T1D.

Very well into the dawn of the fourth industrial revolution (industry 4.0), we hardly distinguish between what is artificial and what is natural (e.g. man-made virus and natural virus). Thus, the level of discombobulation among people, companies or countries is indeed unprecedented. The fact that industry 4.0 is explosively disrupting or retrofitting each and every industrial sector, makes industry 4.0 the famous buzzword amongst researchers today. However, the insight of industry 4.0 disruption in the industrial sectors remains ill-defined in both academic and non-academic literature. The present study aimed at identifying industry 4.0 neologisms, understanding the industry 4.0 disruption and illustrating the disruptive technologies convergence in the major industrial sectors. A total of 99 neologisms of industry 4.0 were identified. Industry 4.0 disruption in Education industry (Education 4.0), Energy industry (Energy 4.0), Agriculture industry (Agriculture 4.0), Healthcare industry (Healthcare 4.0), and Logistics industry (Logistics 4.0) are described. The convergence of 12 disruptive technologies including 3D printing, Artificial intelligence, Augmented reality, Big Data, Blockchain, Cloud computing, Drones, Internet of things, Nanotechnology, Robotics, Simulation and Synthetic biology in agriculture, healthcare and logistics industries are illustrated.

Background: Open AI developed ChatGPT, a language model based on the GPT architecture, designed for text-based communication. Trained on diverse internet texts, ChatGPT generates contextually appropriate responses using machine learning. It understands input through analysis and context interpretation, generating coherent and contextually relevant responses. Interaction is possible through messaging platforms. Materials and Methods: In November 2023, we utilized ChatGPT 3.5, the default version at that time, to answer questions from the Italian National Residency Program Admission Tests (SSMs) of 2021, 2022, and 2023. The questions cover clinical, diagnostic, analytical, therapeutic, and epidemiological scenarios, sometimes accompanied by images. The study compared ChatGPT's answers to the official corrections on the Italian Ministry of University and Research (MUR) website. The scoring method used for evaluation was 1 point for correct answers, 0 points for unanswered questions, and -0.25 points for incorrect answers, reflecting the SSM test scoring system. Results: In summary, ChatGPT was tested with a total of 420 questions, 140 for each test. It achieved an overall accuracy of 80.48%, providing correct answers for 338 questions and incorrect answers for 82 questions. When faced with questions containing both text and images, it answered 55% correctly and 45% incorrectly. The model's performance varied over time, with an 82.14% accuracy rate in 2021 and 2022 (115 correct out of 140) and a 77.14% accuracy rate in 2023 (108 correct out of 140). Applying thisscoring method to the SSM test, ChatGPT would have scored 105 points in 2021 and 2022, and 100 points in 2023. Conclusions: ChatGPT has exhibited above-average performance in the last three SSM tests, highlighting its robust capability to interpret clinical scenarios and offer precise diagnostic and therapeutic guidance. Despite this, some limitations persist, notably the software's inability to interpret non-textual information.

Background: This study addresses the burgeoning impact of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations and seeks to demonstrate latent and advanced LLM reasoning capabilities. The research devises an iterative self-reflective strategy for invoking critical thinking and higher-order reasoning in LLMs based on multimodal exam questions using visuals and text. Methods: The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions, focusing on its response to complex, visual, and textual prompts. Results: The results indicate that latent multi-hop reasoning capabilities can be invoked using the proposed self-reflective strategy, which can effectively steer ChatGPT towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. Conclusions: This work challenges findings from recent studies which claim that existing LLMs are unable to reason on complex multimodal tasks, and therefore this study underscores the need for enhanced online exam security measures like proctoring software, that can mitigate the potential misuse of AI technologies in educational settings.

first_pagesettingsOrder Article ReprintsOpen AccessArticleThe Carbon Footprint of Spanish University Websitesby Sonia Sanchez-Cuadrado ¹ andJorge Morato ^2,*1Department of Library and Information Science, Complutense University of Madrid, 28010 Madrid, Spain²Department of Computer Science, Carlos III University of Madrid, Leganes, 28911 Madrid, Spain^*Author to whom correspondence should be addressed.Sustainability 2024, 16(13), 5670; https://doi.org/10.3390/su16135670 (registering DOI)Submission received: 31 May 2024 / Revised: 22 June 2024 / Accepted: 23 June 2024 / Published: 3 July 2024(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education) Downloadkeyboard_arrow_down Browse Figures Versions NotesAbstractThe consumption of digital content is essential for economic and scientific development, leading to a high dependence on information and communication technologies, which significantly impacts the environment. Quantifying this ecological impact is challenging due to its intangible nature and the diversity of factors. This research focuses on assessing the energy consumption and CO₂ production of Spanish university websites to evaluate their levels of digital pollution and environmental impact. The calculation of the carbon footprint considers factors related to energy consumption and the use of green or renewable energies. The findings indicate that only 17% of university websites can be considered environmentally friendly. There are significant differences in CO₂ consumption and emissions depending on whether the websites implement environmentally sound practices. This study highlights the lack of initiatives aimed at reducing energy consumption and greenhouse gas emissions associated with web information management. The study shows that Spanish universities have the potential to contribute to the reduction in CO₂ emissions by implementing sustainable development practices on their websites. Furthermore, it fosters awareness about technology usage and its environmental impact, promoting the adoption of green and sustainable approaches.