Zeitschriftenartikel zum Thema „Assistive Writing Tools“

Abstract “Scientific writing is a mandatory skill for most researchers, and orthoapedic surgeons are no exception. However, improvement of the writing quality could be achieved using some assistive tools. The most recent ones involve using artificial intelligence (AI), specifically ChatGPT. Although it seems appealing for improving scientific writing and assisting non-native English speakers, its usage is still not well regulated, and ethical issues were raised regarding the misuse of these tools in the scientific research and writing process. Strict regulations controlling the involvement of these tools are still needed, and their judicious and honest utilization is mainly dependent on the researchers themselves.”

<span lang="EN-US">Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology-based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia.</span>

Abstract This study investigated students' use of assistive technology (AT) tools within the context of Plan, Organize, Write, Edit, Revise (POWER) strategy instruction for writing explanations. Instruction took place in a fifth-grade classroom that included four students with learning, attention, or emotional disabilities and 19 peers without disabilities. The purpose of this study was to evaluate instructional effects and method of transcription used in composing science-related explanations. To examine effects of POWER instruction on writing quality and accuracy, researchers used a multiple baseline design across participants. Method of transcription was evaluated through a concurrent time series design. After POWER strategy instruction, participants' explanations earned quality and accuracy scores that were greater than their respective baseline scores. Scores on AT-transcribed responses exceeded those earned on handwritten explanations, with larger effects on accuracy than on quality. Implications are discussed in relation to POWER strategy instruction for students with disabilities who require transcription support.

Our cluster receives a number of referrals from schools requesting support with the implementation of assistive technology tools (particularly word prediction software) to support struggling reluctant writers. It is widely acknowledged that writing is pivotal for academic success, and when a learner has difficulty expressing their ideas they often can become alienated and frustrated. Fledging research suggests that the appropriate use of assistive technology like word prediction software can remove such barriers for struggling writers. A popular word prediction software tool used in New Zealand schools is WordQ. This article discusses the background to WordQ, summarises the research supporting its effectiveness as a tool to support struggling writers, and highights ways to overcome barriers to enable the successful implementation of WordQ in schools.

Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program ( n = 40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.

Background. Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. Method. The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. Results. The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. Practice Implications. A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology.

Dyslexia is a learning disorder characterized by lack of reading and /or writing skills, difficulty in rapid word naming and also poor in spelling. Dyslexic individuals have great difficulty to read and interpret words or letters. Research work is carried out to classify dyslexic from non-dyslexics by various approaches such as machine learning, image processing, understanding the brain behavior through psychology, studying the differences in anatomy of brain. In addition to it several assistive tools are developed to support dyslexics. In this work, brain images are used for screening individuals who have high risk to dyslexia. This work also motivates the application of machine learning in distributed environment. The proposed predictive model uses the machine-learning algorithm Support Vector Machine (SVM). The model is designed in Apache SPARK framework to support voluminous data. The prediction accuracy of 92.5% is achieved using SVM.

One agency that only utilizes the information system manually using Microsoft Word and Excel applications in its data collection is carried out by the Aceh Social Service, which is related to the Assistance Data Collection Information System for Persons with Disabilities which results in the process of making reports being late because they have to open many folders and files. files to collect data in accordance with the desired report from the leadership. From the description, the purpose of writing is to find out and design a Data Collection Information System for Assistive Devices for Persons with Disabilities at the Aceh Social Service using a web-based programming language. There are two methods that the authors use to collect data, namely; field studies and literature studies. Based on the results of observations and the author can draw a conclusion that includes the data collection process for disability tools using an online-based system that is easier to do because it is supported by special reporting for the assistance of disability tools and applications are built using web-based programming languages ​​such as PHP, HTML, CSS., JavaScript, and MySQL as the database.

This study aimed to identify the academic problems among students with SLD and its relationship to teacher’s attitudes towards the use of assistive technologies in Amman. To achieve the objectives of the study, the researcher followed the correlative descriptive approach by developing two tools, the scale of teacher’s attitudes towards the use of supportive techniques, and the scale for estimating academic problems. A simple random sample of the respondents was drawn (44%) of the study population of (250) teachers, and thus the volume of The study sample is (110) male and female teachers in the learning resource rooms in public and private schools for the academic year (20/21), and the study reached a set of results, the most prominent of which were: The level of teacher’s attitudes towards the use of supportive technologies in teaching came with an arithmetic average of (3.30) and at an average rating level, The results showed that the level of academic problems of students with SLD (reading, writing, and arithmetic) was generally average depending on their total arithmetic mean, which amounted to (3.61), and the results also showed a correlation between teachers' attitudes towards using supportive techniques and reducing academic problems. For students with SLD. The study recommended the necessity of holding workshops and specialized training programs for teachers of learning resource rooms in order to increase their efficiency in dealing with various supportive technology tools to make the most of the advantages.

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a ‘what you see is what you get’ (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LaTeX, Markdown, or AsciiDoc. This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In addition, domain-specific programming languages for constructing various types of diagrams can be well integrated into the document production process. These languages offer interesting potential to facilitate the non-visual creation of graphical content, while raising insufficiently explored research questions. The flexibility with which documents written in current markup languages can be converted to different output formats is emphasized. These formats include HTML, EPUB, and PDF, as well as file formats used by contemporary word processors. Such conversion facilities can serve as means of enhancing the accessibility of a document both for the author (during the editing and proofreading process) and for those among the document’s recipients who use assistive technologies, such as screen readers and screen magnifiers. Current developments associated with markup languages and the accessibility of scientific or technical documents are described. The paper concludes with general commentary, together with a summary of opportunities for further research and software development.

This research aims to know how Plot Generator in assisting the teacher in a writing activity.This research used survey research design with quantitative method. Three English teachers participated as subjects of the research in senior high education in BARRU. The steps of collecting data were conducted by observation and questionnaire, The observation was conducted by distributed questionnaires to guide data as prior knowledge before conducting research. Questionnaire as the instrument of the research to gain the information related plot generator in assisting teacher in writing activity. The data were analyzed by using Likert Scale that presented by quantitative data. The results of this study indicate that Plot Generator assists the teacher in a writing activity by assist of function, source and content that is presented by teachers’ perception toward Plot Generator.

AbstractObjective:Freeform reflective writing is one way that radiation therapists can document their development. Barriers to this form of writing include the fact that some radiation therapists do not know what to write or how to begin this writing process. This paper outlines the development and validation of guided inventories called the Newcastle Reflective Inventories and the validation of the Newcastle Reflective Analysis Tool as an effective tool for assessing short-form guided reflective writing.Method:The Newcastle Reflective Inventories consist of a series of questions that guides the user through the reflective writing process. Validation of the Newcastle Reflective Inventories involved comparing the evidence of reflection in 14 freeform journals to that of 14 inventories completed on the same topic. Validation of the Newcastle Reflective Analysis Tool included the assessment of 30 Newcastle Reflective Inventories.Results:There was a highly statistically significant difference (p< 0.001) in the high levels of reflection evident in the inventories when compared to the lower levels of reflection in the freeform journals. Good levels of agreement were achieved between the coders.Discussion:These results show that the Newcastle Reflective Inventories are effective tools in promoting reflective writing when compared with freeform journaling.

The goal of inclusive language is to replace terms and phrases that may cause offense or denigrate a particular group of people. One of the major issues stymieing a broader application of inclusive language is simply awareness, especially for those who speak English as an additional language. Given that few places focus on wording issues more than the writing classroom, it is surely there that instruction and its associated Automated Writing Evaluation tools need to make appropriate contributions. Accordingly, this paper assesses faculty, student, and technology for their respective current levels of awareness. The results of our study suggest that both faculty and students appear to be inconsistent and lacking in awareness on many issues of inclusive language. Meanwhile, our analysis suggests technology appears to have many opportunities to both improve and increase its role in assisting with a greater understanding and application of inclusive language.

The use of technology in English language learning can bring tremendous effects because it provides students with enjoyable learning opportunities and facilitates the development of their English language skills. In this context, the study aimed to investigate students’ perceptions of using the Canva application as a tool for learning writing skills in the explanatory text, namely cause and effect in SMA Negeri 11 Semarang in the academic year 2022/2023. The study was conducted using qualitative research. The sample of the respondents was XI MIPA 6 with a total of 36 students. The sampling technique used purposive sampling. A survey technique was used to collect the data by distributing the proposed questionnaire to the respondents through Google Forms. A questionnaire was used as an instrument consisting of 3 indicators requiring 10 items to obtain data related to measure students’ viewpoints on the utilization of Canva in learning writing skills. This study revealed that the Canva application proved to be a valuable resource in assisting students in cultivating their writing skills and it is regarded as a user-friendly resource since it can be conveniently reached via smartphones and personal computers. The features of Canva empower learners to exhibit their creativity in writing by using a wide variety of templates. It concludes that students can improve the quality of their writing by using Canva as a technological medium in the 21st century. Canva is a fascinating and well-chosen application and can be viewed by students as a valuable and functional learning tool to boost their writing.

The current surge in the exploitation of Artificial Intelligence (AI) tools, accompanied by the subsequent rise in popularity of AI across different spheres of life, has unlocked a multitude of opportunities for students to employ diverse AI strategies to augment their process of learning. Drawing on the proliferation of Artificial Intelligence, the article examines the process of assisting academic writing instruction with an AI-enhanced word processor. The purpose of the paper is to investigate how successful advanced students are in determining whether an essay was written by AI tools or by a human and how much AI assistance they need to summarize, generate text and write from prompts when trained to use an AI-assisted word processor. The empirical data for the scientific investigation was obtained through a quasi-experimental treatment involving a single group of undergraduate applied linguistics students. The findings of this study indicate the high linguistic sensitivity of the research participants to factors regarding language and layout, which allows them to distinguish human authors from AI-powered texts. The current investigation possesses potential advantages for educators in the realm of foreign language acquisition and instruction, as they contemplate the strengths of their bilingual language learners within academic writing instruction.

The incorporation of technology in teaching and learning has been a growing trend. Appropriate and well-managed application of technological tools in instructional activities can give great value to student learning. YouTube is a popular technological tool which can be used to enhance student learning by assisting material retention as it contains considerable videos that can be used as supplementary learning materials. This study aims to investigate the use of YouTube as the source of supplementary material in learning news writing from the perspective of students. Twenty-seven undergraduate students in the Department of Language Education and Indonesian Literature at Universitas Lambung Mangkurat were involved in this study. They were assigned to search for news videos, review and learn the content of the videos to understand the concept of news and news writing. They were then assigned to write news report using appropriate journalistic language. This study is a descriptive study that employ mix-method data analysis. A questionnaire was subsequently administered to the students to explore their perception on the use of YouTube in learning news writing. The results of data analysis revealed that the students attained benefits of using YouTube in learning news writing and completing the whole assignment. The perceived benefits include enhanced learning, comprehension on news concept, enriched knowledge, practice of learning autonomy, and assistance in developing listening as well as writing skill. It is suggested that optimal benefits of technology incorporation in teaching and learning can be achieved if teachers design activities that fit the functions offer by technological tools in accordance with the desired learning outcome.

This community service activity aims to train lecturers of Universitas PGRI Palembang in writing scientific article, making presentation, and mathematics equations using LaTeX application, as well as understanding their responses toward the activity. This activity conducted employing assisting model with sharing tools, materials, and demonstration method, whereas 23 participants from different faculties joint the training. The response shows very positive satisfaction for all indicators with the range of 86% - 94%. The highest response is on the importance of the program, while time efficiency item scored 86%. All participants wish for sustainable training with longer time period.

Nowadays, digital language use such as reading and writing e-mails, chats, messages, weblogs and comments on websites and social media platforms such as Facebook and Twitter has increased the amount of written language production for most of the users. Thus, it is primarily important for speakers of minority languages to have the possibility of using their own languages in the digital world too. The FinUgRevita project aims at providing computational language tools for endangered indigenous Finno-Ugric languages in Russia, assisting the speakers of these languages in using the indigenous languages in the digital space. Currently, we are working on two Finno-Ugric minority languages, namely, Udmurt and Mansi. In the project, we have been developing electronic dictionaries for both languages, besides, we have been creating corpora with a substantial number of texts collected, among other sources like literature, newspaper articles and social media. We have been also implementing morphological analyzers for both languages, exploiting the lexical entries of our dictionaries. We believe that the results achieved by the FinUgRevita project will contribute to the revitalization of Udmurt and Mansi and the tools to be developed will help these languages establish their existence in the digital space as well.

Google Classroom (GC), as one of the learning management systems (LMS), has been widely used by many educators and researched in many studies for its efficacy in assisting both teachers and students in learning a second language. This article presents a report of exploratory research about the possibilities of getting the most out of GC for educators to provide effective scaffoldings that can help their students achieve the goals of learning in writing. Referring to the concept of Zone Proximal Development (ZPD), the teaching and learning cycles (TLC), and the theories of distance learning, this article also attempts to display a model of ideal scaffoldings relevant for teaching writing in an online environment. Besides, through observations and investigations on a range of tools and materials on the internet and those discussed in different studies, this research reveals various types of potential applications that can be integrated with GC to make the lessons of writing more interactive and engaging. By reviewing other studies on the use of GC, this study highlights several technical issues and challenges to face when using the platform, particularly in teaching writing. For this reason, finding out appropriate ways and strategies on how to deal with the issues needs to be seriously considered so that the scaffoldings that have been designed can work as expected for effective online teaching and learning processes.

ObjectivesNon-fatal strangulation (NFS) is a serious form of gendered violence that is fast becoming an offence in many jurisdictions worldwide. However, it often leaves little or no externally visible injuries making prosecution challenging. This review aimed to provide an overview of how health professionals can support the prosecution of criminal charges of NFS as part of regular practice, particularly when externally visible injuries are absent.MethodEleven databases were searched with terms related to NFS and medical evidence in health sciences and legal databases. Eligible articles were English language and peer reviewed, published before 30 June 2021; sample over 18 years that had primarily survived a strangulation attempt and included medical investigations of NFS injuries, clinical documentation of NFS or medical evidence related to NFS prosecution.ResultsSearches found 25 articles that were included for review. Alternate light sources appeared to be the most effective tool for finding evidence of intradermal injury among NFS survivors that were not otherwise visible. However, there was only one article that examined the utility of this tool. Other common diagnostic imaging was less effective at detection, but were sought after by prosecutors, particularly MRIs of the head and neck. Recording injuries and other aspects of the assault using standardised tools specific for NFS were suggested for documenting evidence. Other documentation included writing verbatim quotes of the experience of the assault and taking good quality photographs that could assist with corroborating a survivor’s story and proving intent, if relevant for the jurisdiction.ConclusionClinical responses to NFS should include investigation and standardised documentation of internal and external injuries, subjective complaints and the experience of the assault. These records can assist in providing corroborating evidence of the assault, reducing the need for survivor testimony in court proceedings and increasing the likelihood of a guilty plea.

Non-English teachers often get nervous and are not confident when they have to speak up in English, especially when they have to speak in front of many people or do the public speaking in English. But nowadays, there are many mobile applications that offer the new method in speaking English. Orai is one of the applications which concerns to help the users in improving their English-Speaking Skills. The research aims to examine the improvement of teachers’ speaking skills by using Orai application. The data were taken from the teachers who did not teach English in Senior High School in Bandung. Data were analyzed using descriptive statistic by finding out the total score per item. The results of the research show that Orai application helps teachers in improving their speaking skill. It helps teachers in correcting their pronunciation and their intonation when they speak. It also reduces some sources for the efficiency such as books, speakers, writing tools, headset, etc. The participants show the positive and good response using Orai application in assisting participants’ speaking fluency.

This study presents findings from a professional development (PD) webinar aimed at sensitizing and gathering teacher educators’ knowledge of Generative Artificial Intelligence (GAI). The primary objective of the webinar was to deepen teacher educators’ understanding and applications of GAI within the context of teacher education in Ghana and to identify areas requiring additional development. Three hundred and seven participants from a diverse group, including teacher educators, administrators, and in-service teachers participated in the PD session. The session was conducted online via Zoom. The video and audio recordings were transcribed and analyzed thematically using MAXQDA version 2022.4. Findings indicate a diverse range of familiarity with GAI among participants. While some expressed knowledge of GAI tools, others were learning about GAI for the first time. Further, the findings showed an increasing curiosity among participants for the inspiring functions of GAI in education, such as automatic scoring, academic writing, assisting teachers with image generation for their classroom practices, etc. The participants demonstrated a willingness to include GAI in their classroom practices and support their students. However, they also identified infrastructural gaps, such as the expense of premium GAI tools, training on GAI promptings, and ethical issues such as transparency, as potential barriers to the successful implementation of GAI in teacher education. Therefore, the study suggests that institutional support should be provided to teacher educators. This support would expand their access to various GAI tools and features. The study further recommends integrating GAI, including explainable GAI and prompt engineering, as a core component of teacher education and continuous professional development programs. Additionally, it emphasizes the importance of strengthening educators' skills in innovative assessment practices.

Abstract Literacy is the representation of language competency, individual skill in reading, writing, speaking, and managing. In digital era, literacy can be represented through the use of Google translation tool as one of the most popular tools among EFL students, either for their translation assignment or improve foreign language skills. This study aimed to explore undergraduate EFL student’s digital literacy by using Google translate as a tool to do translation. Qualitative descriptive method is used to present the data comprehensively. The data collection begin from problem identification, field observation, interview, and study the document related to their assignment. This research used purposive sampling which involved 31 EFL undergraduate students of Muhammadiyah Tangerang University. This research shows that EFL undergraduate students are able to operate and use Google translate effectively in assisting assignment. Google translate tool can eliminate the learning’s gap among different level of student’s English competency especially in vocabulary mastery and time management, the research also shows student’s digital literacy through Google translate not only for written translation, but also orally and can be used in diversity functions, such as translating the language in sentence form and learning how to pronounce English words. Keywords: Literacy, translation, Google translate, EFL students, digital literacy

English Teachers encounter difficulties when trying to pique students' interest in learning English. Technological innovations can enhance English courses through digital storytelling, which can support English lessons because it can strengthen students' commitment to learning and foster a better learning atmosphere. Therefore, this study aims to explore students' views of the attitudes and barriers when leveraging digital storytelling in learning English. This research utilized qualitative methods with questionnaire and interview research instruments to fill the methodological gap because there was a lot of research on digital storytelling conducted using quantitative methods. There were forty eighth-grade students at a private junior high school in Malang who had filled out the questionnaire, and three of them were interviewed. The research results showed that when leveraging digital storytelling to learn English, they have a favorable perspective concerning it, such as assisting them in focusing on the lesson material, keeping them entertained, aiding them in visualizing the lesson material, deepening their understanding of the lesson material, engaging them in learning, helping them communicate in English, providing them a sense of security to take part in class, and creating a stimulating learning environment. On the other hand, some students displayed uncertainty in terms of self-confidence and self-motivation when learning English leveraging digital storytelling although some students also demonstrated an increase in these traits. In addition, by leveraging digital storytelling, they found it simpler to recall the information given and felt more at ease expressing their language proficiency in the form of listening, speaking, reading, and writing. However, they ran into barriers while leveraging digital storytelling in English classrooms, including technological issues and trouble understanding unfamiliar vocabulary. The study’s implications have been mentioned here.

Purpose The purpose of this article is to guide professionals, including speech-language pathologists (SLPs) working in schools and those in academe, to operationally define the type of collaboration they are targeting. As professionals collaborate to support students who struggle with the demands of academic reading, writing, listening, and speaking, it is imperative to differentiate the type of working together necessary to meet the needs of the students they serve. The lack of a definition in research literature and practice is problematic for a variety of stakeholders, including practitioners, administrators/supervisors, professional learning facilitators, university instructors, researchers, and authors of professional literature. The authors offer as an example their work in operationally defining a specific kind of collaboration called “shared-creation collaboration.” They situate shared-creation collaboration on one end of a working-together continuum. Then, they detail why and how they used the conceptual framework of an Innovation Configuration (IC) Map, developed by Hall and Hord (2015), to create an IC Map for SLPs and teachers to use for shared-creation collaboration. Additionally, they offer scenarios to illustrate a range of interactions in which SLPs might engage in schools. Conclusions The SLP/Teacher Shared-Creation Collaboration IC Map and working-together continuum are examples of two tools that can guide school professionals to design and implement working-together practices that match specific purposes and students' needs. However, many configurations of working together are possible and worthwhile; stakeholders can advance the work of assisting learners who struggle by defining their practices specifically.

Abstract The number of people infected with severe acute respiratory syndrome—coronavirus 2 (SARS-CoV-2), i.e. the virus causing coronavirus disease (COVID-19), is dramatically increasing worldwide to the size of a pandemic. At the time of writing Italy is ranking first among countries both in terms of number of COVID-19 confirmed cases and in terms of number of deaths. Such a wide spread of COVID-19 has led to concern among workers who are facing the risk of becoming infected during the execution of their duties. We believe it is useful to remark on the need for professional expertise in the field of Occupational Hygiene in this emergency context, in which the indications provided by national and international bodies, the available scientific literature and the legal provisions are constantly and rapidly evolving. It is of fundamental importance that there is an effective analysis of expert inputs, to provide essential guidance to Health, Safety and Environmental managers and other prevention managers in workplaces. In this regard, not only a constant update of the regulatory framework is needed, but also a development and circulation of operational guidance to all the stakeholders to translate general indications into clear operating procedures and implementation tools to be adopted in the workplaces. We believe that the scientific associations in the field of Occupational Hygiene play a crucial role in guiding and assisting prevention professionals. There is considerable expertise in the occupational hygiene and exposure science communities that can help employers and workers to contain and delay the spread of COVID-19. For this reason, the Italian Association of Industrial Hygienists (AIDII—Associazione Italiana degli Igienisti Industriali) published documents containing operational guidelines to provide correct and constantly updated information for: (i) workers employed in essential activities (with low and medium risk of contagion), (ii) health workers and other workers at high or very high risk of contagion, and (iii) for the correct use and handling of personal protective equipment for workers and for the population in general. It is worth pointing out that the documents produced are not intended to replace those produced by authoritative bodies, but to comply with and complete them by reporting an effective summary and further indications about the measures that should be taken in practice under the light of the Italian legislation. At present, the challenge is to produce scientifically sound knowledge, appropriate tools, and effective methodologies, by coordinating the initiatives of different scientific associations, with the final aim to effectively transfer them to employers and workers.

The development of information technology in the digital era is currently increasing and also influencing the world of education. This also affects students' ability to be able to take advantage of applications relating to the development of digital literacy skills, especially in writing scientific papers. In the world of academia, currently scientific work is one of the demands and even obligations, so it also demands students to follow its developments. The increasing prevalence of plagiarism cases in academia is also a scourge for students, especially for students in the final level of Ponorogo Regency, here the sample is students of Muhammadiyah University of Ponorogo. Therefore, it is necessary to prepare from the beginning how literacy procedures properly and correctly through the help of a program application so that later students are able to make good manager references. The method applied in this community service with partners, namely students of Muhammadiyah University of Ponorogo, especially in semesters 6 and 8, will be introduced to the Mendeley desktop program application in making citation of scientific papers. The output achieved in this service activity is a national community service scientific journal with ISSN. This community service activity has been successfully carried out for two online meetings. The first online meeting activity provided an explanation of the function of the mendeley desktop program, the function of tools in the mendeley desktop program and assisting students in the use of the mendeley desktop in making scientific papers. At the second meeting, continued assistance was carried out on the use of the Mendeley application and confirmation in making scientific papers with the help of the Mendeley desktop application. Keywords: Mendeley Desktop, Scientific Papers, Reference Manager, Training. Perkembangan teknologi informasi dalam era digital saat ini semakin meningkat dan juga mempengaruhi dalam dunia pendidikan. Hal ini berpengaruh juga dalam kemampuan mahasiswa untuk bisa memanfaatkan aplikasi-aplikasi yang berkenaan dengan pengembangan kemampuan literasi digital, khususnya dalam penulisan karya ilmiah. Dalam dunia akademisi saat ini karya ilmiah menjadi salah satu tuntutan bahkan kewajiban, sehingga menuntut pula bagi mahasiswa untuk mengikuti perkembangannya. Semakin maraknya tentang kasus-kasus plagiasi dalam dunia akademisi juga menjadi momok bagi mahasiswa khususnya bagi mahasiswa di Kabupaten Ponorogo tingkat akhir, disini sample adalah mahasiswa Universitas Muhammadiyah Ponorogo. Oleh karena itu, perlu disiapkan sejak awal bagaimana tata cara literasi dengan baik dan benar melalui bantuan suatu aplikasi program agar nantinya mahasiswa mampu membuat referensi manager dengan baik. Metode yang diterapkan dalam pengabdian masyarakat ini dengan mitra yaitu mahasiswa Universitas Muhammadiyah Ponorogo khususnya semester 6 dan 8 akan dikenalkan tentang aplikasi program mendeley desktop dalam pembuatan citasi karya ilmiah. Adapun luaran yang dicapai dalam kegiatan pengabdian ini adalah jurnal ilmiah pengabdian masyarakat nasional ber ISSN. Kegiatan pengabdian ini telah berhasil dilakukan selama dua kali pertemuan secara daring (online). Kegiatan pertemuan daring pertama dengan memberikan penjelasan materi fungsi program mendeley desktop, fungsi tools dalam program mendeley desktop serta pendampingan mahasiswa dalam penggunaan mendeley desktop dalam pembuatan karya ilmiah. Pada pertemuan kedua dilaksanakan pendampingan lanjutan penggunaan aplikasi mendeley serta konfirmasi dalam pembuatan karya ilmiah dengan bantuan aplikasi mendeley desktop. Kata Kunci: mendeley dekstop, karya ilmiah, referensi manager, pelatihan.

Cities have been magnets for a wide diversity of talent and have captured the human imagination as centers of intellectual and cultural achievement since humans began to live together. To learn from the city means to engage with its assets and riches, but also with its pressing problems, contradictions, and paradoxes. It also means to reflect upon urban settings as places where civilizations often meet and define themselves, and where populations and infrastructure change over time, sometimes slowly, but in other cases, rapidly. Precisely because they are multi-layered, multi-dimensional, complex and challenging, cities offer rich opportunities for study abroad students to learn, no matter their disciplinary interests. The environmental issues and public health concerns manifested in cities, for example, offer many opportunities for disciplinary and interdisciplinary inquiry in the sciences, social sciences, as well as in the humanities, if to a lesser degree. The social fabric of cities, as well as their social inequities and other problems, can appeal to students in the social sciences, while the many varieties of cultural expression, both “high” and “low”, found it cities invite both exploration and creation. Cities’ many layers of history, their locations in particular geographical locales, their changing infrastructure and transitions in population, all can teach students to ask about how places (urban and non-urban) came to be what they are today, and how they might be in the future. Investigations of the city also allow students to think about who they are in relationship to others, what their relationship is to places, and which roles they will play in determining the future of the cities and other places they will call home in the future. In short, the cities where students study abroad can serve as laboratories for learning, rather than simply temporary residences or arenas for taking pleasure. The contributors to this volume are doing just this kind of work: asking how and why cities are appropriate venues for study abroad, and experimenting with ways to allow cities to become arenas for learning. The role of cities as sites for learning is not, of course, new. It was in Classical Athens (480–336 BCC), for example, that Western conceptions of philosophy, history, drama, and education emerged. Without the city, it would be hard to imagine the intellectual development and the enduring educational legacy of Socrates (e.g.dialectical reasoning, learning through persistent questioning and analysis, intellectual self-discipline, autonomous thinking, self-examination, self-criticism, high standards of moral conduct, intellectual honesty, and life-long learning). Cities in the Middle Ages (400–1400) hosted universities, where learning was considered sacred, not merely practical. Thus, Timbuktu became a vibrant center of learning, with libraries that rivaled anything in Christian Europe and the highest literacy rate in Africa. A quantum leap in cultural evolution, commercial vitality, technical innovation and new consciousness of humans at the center of the action took place over a two hundred year period beginning around 1450. This would have been unthinkable without great Renaissance cities such as Florence and Venice. Indeed, for the nature of learning, arguably the farthest-reaching long-term consequence of the Renaissance was the development of the scientific method, a truly intellectual and conceptual revolution that made human beings think differently about the world and themselves. Similarly, many of the great intellectual and practical breakthroughs of the Scientific Revolution (1500–1700) are nearly unthinkable without the city. Emerging from the intellectual cauldron of the city were, among others, the great minds of Copernicus, Tycho Brahe, Kepler, Newton, Descartes, Galileo, and Bacon. The goal of education, if we follow Bacon, is knowledge in the service of improving the human condition. This continues to this day to be a goal of many study abroad students. Finally, the intellectual achievements that characterize the Enlightenment (1700–1800): secularism, cosmopolitanism, skepticism, security for the individual through the rule of law, personal freedom and autonomy, deep respect for human dignity, and intellectual and scientific inquiry are based in the interactions with others that are essential components of urban life. The articles in this volume offer their own contemporary examples of study abroad and the city, considered through an impressive range of approaches.The articles provide a balance between different theoretical and pedagogical approaches to the topic. Theoretical perspectives on the cities are central to a number of discussions in the volume. Lance Kenny, in “First City, Anti-City: Cain, Heterotopia, and Study Abroad,” argues that the time has come to underpin the practice of study abroad with theoretical perspectives. As an example, he suggests that the work of theorists such as Foucault (heterotopias) and Virilio (the anti-city) can provide study abroad students with the analytical tools to “know” the city. Rodriguez and Rink use Walter Benjamin’s notion of the flâneur to incorporate technology as a way for students to engage with the city. Benjamin’s writing on the flâneur is also introduced to students studying abroad in Athens by Augeri et al., who also draw on Dubord’s derive and psychogeography to provide students with frameworks for understanding urban realities and their reactions to them. Augeri et al. turn to de Certeau’s work on walking as rhetorical practice, while Patrick McGuire and James Spates demonstrate how the urban sociologist Jane Jacobs’ work helps students understand cities as shaped by culture and the residents who live in them. To discuss the impacts of globalization on cities, Gristwood and Woolf draw on theoretical writings about the city (Raban), fiction and poetry (Kurieshi, Brecht, Eliot, Ackroyd, Zephaniah), writers writing about writing (Sandhu and Upstone, for example), perspectives from geography (Halbert and Rutherford, Massey, Wills et al.) and sociology (Castells, Jacobs, Sassen), and government statistics. Milla Cozart Riggio, Lisa Sapolis, and Xianming Chen also look at how globalization is transforming cities and discuss how their home city, Hartford, is used as the starting point for students’ engagement with cities and globalization. Other articles focus on pedagogical approaches to assisting American students abroad engage with their study abroad cities. Scott Blair points out that American students frequently have never learned to read a map, and delineates how mapping can be employed as a tool for analysis, as well as for fostering intercultural learning and tolerance for diversity and.engaged experiential learning. Mieka Ritsema, Barbara Knecht, and Kenneth Kruckemeyer also point to mapping as a useful tool for engaging students with cities encountered during study abroad. Thomas Ricks offers strategies for understanding Jerusalem’s multi-layered history through its contemporary reality. Evidence for the power of experiential learning in study abroad cities is offered by Thomas Wagenknecht. Wagenknecht’s interviews with educators in Germany, however, find that experiential learning has not yet earned the status of “academic” learning, and calls for more evidence about its outcomes. Finally, two articles discuss the impact of engaging home-campus faculty themselves as learners in cities abroad. Anne Ellen Geller, discussing a faculty writing institute, shows how engagement with daily life in contemporary Rome helps faculty understand and value the study abroad experience. Elizabeth Brewer discusses Beloit College’s faculty members’ experimentation with mapping, walking, and ethnographic research methods, including participant-observation. It has been humbling and enriching to read the rich work being undertaken on the city and study abroad and to work with the authors who contributed to this volume. It is hoped that the examples and discussions offered in this volume not only will be productive in themselves for readers, but also will generate new discussion, ideas, and practices. Elizabeth Brewer Beloit College Michael Monahan Macalester College Brethren Colleges Abroad

Mass media have a central role in transmitting culture. In fact, they have become handy relevant tools for learning a foreign language due to their ability to transmit both direct and indirect information. Mass media that broadcast or publish in Spanish have helped to unify the language in a basic neutral Spanish, fostering better reading and writing competences and self-esteem increase among the Hispanic population, at the same time making this population more visible. The main aim of this study is to analyze what motivates North American students to select Spanish as a foreign language. For this purpose, the number and types of mass media published in Spanish in the geographic context of the survey informants have been studied, as well as the use the students make of media. Furthermore, an adaptation of the questionnaire by Ramírez (1992) has been employed to establish the socio-cultural competence of North American students studying at two Spanish universities. The analysis of the survey results reveals that mass media have a high impact on the social motivation to learn Spanish as a foreign language of these students, that is to say, the possibility of working with and assisting the Hispanic population is rated as a main career opportunity. Mass media show the importance that Spanish is acquiring in other formal contexts of American life and constitute a nexus between cultures. They have also conquered students of Spanish as a foreign language as an audience, as they consider media an important source of linguistic and cultural input. Los medios de comunicación desempeñan un papel fundamental como vehículos transmisores de la cultura; de hecho, se han convertido en herramientas de fácil acceso para el aprendizaje de una lengua extranjera, no sólo por la transmisión de una información directa sino también indirecta. Los medios de comunicación que emiten o se publican en español han unificado la lengua en un español básico neutro, favoreciendo mejores competencias lecto-escritoras y un aumento de la autoestima de la población hispana, a la vez que la han visibilizado. El objeto fundamental de esta investigación es analizar lo que ha motivado a estudiantes estadounidenses hacia el estudio del español como segunda lengua. Para ello se ha indagado el número y los tipos de medios de comunicación de habla hispana que existen en los estados de los que procede la población encuestada, así como el uso que hacen de ellos los estudiantes participantes en este estudio. La adaptación del cuestionario de Ramírez (1992) ha permitido establecer la com petencia sociocultural del alumnado estadounidense visitante. El análisis de las encuestas realizadas a estudiantes estadounidenses con estancias en dos universidades españolas revela, además, que sienten una alta motivación social, es decir, creen que el poder trabajar y asistir a la población hispana les va a permitir una posible salida profesional. Los mass-media de habla hispana muestran la importancia que está adquiriendo el español en contextos más formales de la vida americana y hacen de nexo entre culturas. Han conquistado también como audiencia a estudiantes de español como lengua extranjera que los consideran fuente de riqueza lingüística y cultural.

Background and Objective: Suicide attempts are 10-20X more common than completed suicide and an important risk factor for death by suicide, yet most people who attempt suicide do not die by suicide. The process of recovering after a suicide attempt has not been well studied. The Reasons to go on Living (RTGOL) Project, a narrative web-based study, focuses on experiences of people who have attempted suicide and made the decision to go on living, a process not well studied. Narrative research is ideally suited to understanding personal experiences critical to recovery following a suicide attempt, including the transition to a state of hopefulness. Voices from people with lived experience can help us plan and conceptualize this work. This paper reports on a secondary research question of the larger study: what stories do participants tell of the positive role/impact of the mental health system. Material and Methods: A website created for The RTGOL Project (www.thereasons.ca) enabled participants to anonymously submit a story about their suicide attempt and recovery, a process which enabled participation from a large and diverse group of participants. The only direction given was “if you have made a suicide attempt or seriously considered suicide and now want to go on living, we want to hear from you.” The unstructured narrative format allowed participants to describe their experiences in their own words, to include and emphasize what they considered important. Over 5 years, data analysis occurred in several phases over the course of the study, resulting in the identification of data that were inputted into an Excel file. This analysis used stories where participants described positive involvement with the mental health system (50 stories). Results: Several participants reflected on experiences many years previous, providing the privilege of learning how their life unfolded, what made a difference. Over a five-year period, 50 of 226 stories identified positive experiences with mental health care with sufficient details to allow analysis, and are the focus of this paper. There were a range of suicidal behaviours in these 50 stories, from suicidal ideation only to medically severe suicide attempts. Most described one or more suicide attempts. Three themes identified included: 1) trust and relationship with a health care professional, 2) the role of friends and family and friends, and 3) a wide range of services. Conclusion: Stories open a window into the experiences of the period after a suicide attempt. This study allowed for an understanding of how mental health professionals might help individuals who have attempted suicide write a different story, a life-affirming story. The stories that participants shared offer some understanding of “how” to provide support at a most-needed critical juncture for people as they interact with health care providers, including immediately after a suicide attempt. Results of this study reinforce that just one caring professional can make a tremendous difference to a person who has survived a suicide attempt. Key Words: web-based; suicide; suicide attempt; mental health system; narrative research Word Count: 478 Introduction My Third (or fourth) Suicide AttemptI laid in the back of the ambulance, the snow of too many doses of ativan dissolving on my tongue.They hadn't even cared enough about meto put someone in the back with me,and so, frustrated,I'd swallowed all the pills I had with me— not enough to do what I wanted it to right then,but more than enough to knock me out for a good 14 hours.I remember very little after that;benzodiazepines like ativan commonly cause pre- and post-amnesia, says Google helpfullyI wake up in a locked rooma woman manically drawing on the windows with crayonsthe colors of light through the glassdiffused into rainbows of joy scattered about the roomas if she were coloring on us all,all of the tattered remnants of humanity in a psych wardmade into a brittle mosaic, a quilt of many hues, a Technicolor dreamcoatand I thoughtI am so glad to be able to see this. (Story 187)The nurse opening that door will have a lasting impact on how this story unfolds and on this person’s life. Each year, almost one million people die from suicide, approximately one death every 40 seconds. Suicide attempts are much more frequent, with up to an estimated 20 attempts for every death by suicide.1 Suicide-related behaviours range from suicidal ideation and self-injury to death by suicide. We are unable to directly study those who die by suicide, but effective intervention after a suicide attempt could reduce the risk of subsequent death by suicide. Near-fatal suicide attempts have been used to explore the boundary with completed suicides. Findings indicated that violent suicide attempters and serious attempters (seriousness of the medical consequences to define near-fatal attempts) were more likely to make repeated, and higher lethality suicide attempts.2 In a case-control study, the medically severe suicide attempts group (78 participants), epidemiologically very similar to those who complete suicide, had significantly higher communication difficulties; the risk for death by suicide multiplied if accompanied by feelings of isolation and alienation.3 Most research in suicidology has been quantitative, focusing almost exclusively on identifying factors that may be predictive of suicidal behaviours, and on explanation rather than understanding.4 Qualitative research, focusing on the lived experiences of individuals who have attempted suicide, may provide a better understanding of how to respond in empathic and helpful ways to prevent future attempts and death by suicide.4,5 Fitzpatrick6 advocates for narrative research as a valuable qualitative method in suicide research, enabling people to construct and make sense of the experiences and their world, and imbue it with meaning. A review of qualitative studies examining the experiences of recovering from or living with suicidal ideation identified 5 interconnected themes: suffering, struggle, connection, turning points, and coping.7 Several additional qualitative studies about attempted suicide have been reported in the literature. Participants have included patients hospitalized for attempting suicide8, and/or suicidal ideation,9 out-patients following a suicide attempt and their caregivers,10 veterans with serious mental illness and at least one hospitalization for a suicide attempt or imminent suicide plan.11 Relationships were a consistent theme in these studies. Interpersonal relationships and an empathic environment were perceived as therapeutic and protective, enabling the expression of thoughts and self-understanding.8 Given the connection to relationship issues, the authors suggested it may be helpful to provide support for the relatives of patients who have attempted suicide. A sheltered, friendly environment and support systems, which included caring by family and friends, and treatment by mental health professionals, helped the suicidal healing process.10 Receiving empathic care led to positive changes and an increased level of insight; just one caring professional could make a tremendous difference.11 Kraft and colleagues9 concluded with the importance of hearing directly from those who are suicidal in order to help them, that only when we understand, “why suicide”, can we help with an alternative, “why life?” In a grounded theory study about help-seeking for self-injury, Long and colleagues12 identified that self-injury was not the problem for their participants, but a panacea, even if temporary, to painful life experiences. Participant narratives reflected a complex journey for those who self-injured: their wish when help-seeking was identified by the theme “to be treated like a person”. There has also been a focus on the role and potential impact of psychiatric/mental health nursing. Through interviews with experienced in-patient nurses, Carlen and Bengtsson13 identified the need to see suicidal patients as subjective human beings with unique experiences. This mirrors research with patients, which concluded that the interaction with personnel who are devoted, hope-mediating and committed may be crucial to a patient’s desire to continue living.14 Interviews with individuals who received mental health care for a suicidal crisis following a serious attempt led to the development of a theory for psychiatric nurses with the central variable, reconnecting the person with humanity across 3 phases: reflecting an image of humanity, guiding the individual back to humanity, and learning to live.15 Other research has identified important roles for nurses working with patients who have attempted suicide by enabling the expression of thoughts and developing self-understanding8, helping to see things differently and reconnecting with others,10 assisting the person in finding meaning from their experience to turn their lives around, and maintain/and develop positive connections with others.16 However, one literature review identified that negative attitudes toward self-harm were common among nurses, with more positive attitudes among mental health nurses than general nurses. The authors concluded that education, both reflective and interactive, could have a positive impact.17 This paper is one part of a larger web-based narrative study, the Reasons to go on Living Project (RTGOL), that seeks to understand the transition from making a suicide attempt to choosing life. When invited to tell their stories anonymously online, what information would people share about their suicide attempts? This paper reports on a secondary research question of the larger study: what stories do participants tell of the positive role/impact of the mental health system. The focus on the positive impact reflects an appreciative inquiry approach which can promote better practice.18 Methods Design and Sample A website created for The RTGOL Project (www.thereasons.ca) enabled participants to anonymously submit a story about their suicide attempt and recovery. Participants were required to read and agree with a consent form before being able to submit their story through a text box or by uploading a file. No demographic information was requested. Text submissions were embedded into an email and sent to an account created for the Project without collecting information about the IP address or other identifying information. The content of the website was reviewed by legal counsel before posting, and the study was approved by the local Research Ethics Board. Stories were collected for 5 years (July 2008-June 2013). The RTGOL Project enabled participation by a large, diverse audience, at their own convenience of time and location, providing they had computer access. The unstructured narrative format allowed participants to describe their experiences in their own words, to include and emphasize what they considered important. Of the 226 submissions to the website, 112 described involvement at some level with the mental health system, and 50 provided sufficient detail about positive experiences with mental health care to permit analysis. There were a range of suicidal behaviours in these 50 stories: 8 described suicidal ideation only; 9 met the criteria of medically severe suicide attempts3; 33 described one or more suicide attempts. For most participants, the last attempt had been some years in the past, even decades, prior to writing. Results Stories of positive experiences with mental health care described the idea of a door opening, a turning point, or helping the person to see their situation differently. Themes identified were: (1) relationship and trust with a Health Care Professional (HCP), (2) the role of family and friends (limited to in-hospital experiences), and (3) the opportunity to access a range of services. The many reflective submissions of experiences told many years after the suicide attempt(s) speaks to the lasting impact of the experience for that individual. Trust and Relationship with a Health Care Professional A trusting relationship with a health professional helped participants to see things in a different way, a more hopeful way and over time. “In that time of crisis, she never talked down to me, kept her promises, didn't panic, didn't give up, and she kept believing in me. I guess I essentially borrowed the hope that she had for me until I found hope for myself.” (Story# 35) My doctor has worked extensively with me. I now realize that this is what will keep me alive. To be able to feel in my heart that my doctor does care about me and truly wants to see me get better.” (Story 34). The writer in Story 150 was a nurse, an honours graduate. The 20 years following graduation included depression, hospitalizations and many suicide attempts. “One day after supper I took an entire bottle of prescription pills, then rode away on my bike. They found me late that night unconscious in a downtown park. My heart threatened to stop in the ICU.” Then later, “I finally found a person who was able to connect with me and help me climb out of the pit I was in. I asked her if anyone as sick as me could get better, and she said, “Yes”, she had seen it happen. Those were the words I had been waiting to hear! I quickly became very motivated to get better. I felt heard and like I had just found a big sister, a guide to help me figure out how to live in the world. This person was a nurse who worked as a trauma therapist.” At the time when the story was submitted, the writer was applying to a graduate program. Role of Family and Friends Several participants described being affected by their family’s response to their suicide attempt. Realizing the impact on their family and friends was, for some, a turning point. The writer in Story 20 told of experiences more than 30 years prior to the writing. She described her family of origin as “truly dysfunctional,” and she suffered from episodes of depression and hospitalization during her teen years. Following the birth of her second child, and many family difficulties, “It was at this point that I became suicidal.” She made a decision to kill herself by jumping off the balcony (6 stories). “At the very last second as I hung onto the railing of the balcony. I did not want to die but it was too late. I landed on the parking lot pavement.” She wrote that the pain was indescribable, due to many broken bones. “The physical pain can be unbearable. Then you get to see the pain and horror in the eyes of someone you love and who loves you. Many people suggested to my husband that he should leave me in the hospital, go on with life and forget about me. During the process of recovery in the hospital, my husband was with me every day…With the help of psychiatrists and a later hospitalization, I was actually diagnosed as bipolar…Since 1983, I have been taking lithium and have never had a recurrence of suicidal thoughts or for that matter any kind of depression.” The writer in Story 62 suffered childhood sexual abuse. When she came forward with it, she felt she was not heard. Self-harm on a regular basis was followed by “numerous overdoses trying to end my life.” Overdoses led to psychiatric hospitalizations that were unhelpful because she was unable to trust staff. “My way of thinking was that ending my life was the only answer. There had been numerous attempts, too many to count. My thoughts were that if I wasn’t alive I wouldn’t have to deal with my problems.” In her final attempt, she plunged over the side of a mountain, dropping 80 feet, resulting in several serious injuries. “I was so angry that I was still alive.” However, “During my hospitalization I began to realize that my family and friends were there by my side continuously, I began to realize that I wasn't only hurting myself. I was hurting all the important people in my life. It was then that I told myself I am going to do whatever it takes.” A turning point is not to say that the difficulties did not continue. The writer of Story 171 tells of a suicide attempt 7 years previous, and the ongoing anguish. She had been depressed for years and had thoughts of suicide on a daily basis. After a serious overdose, she woke up the next day in a hospital bed, her husband and 2 daughters at her bed. “Honestly, I was disappointed to wake up. But, then I saw how scared and hurt they were. Then I was sorry for what I had done to them. Since then I have thought of suicide but know that it is tragic for the family and is a hurt that can never be undone. Today I live with the thought that I am here for a reason and when it is God's time to take me then I will go. I do believe living is harder than dying. I do believe I was born for a purpose and when that is accomplished I will be released. …Until then I try to remind myself of how I am blessed and try to appreciate the wonders of the world and the people in it.” Range of Services The important role of mental health and recovery services was frequently mentioned, including dialectical behavioural therapy (DBT)/cognitive-behavioural therapy (CBT), recovery group, group therapy, Alcoholics Anonymous, accurate diagnosis, and medications. The writer in Story 30 was 83 years old when she submitted her story, reflecting on a life with both good and bad times. She first attempted suicide at age 10 or 12. A serious post-partum depression followed the birth of her second child, and over the years, she experienced periods of suicidal intent: “Consequently, a few years passed and I got to feeling suicidal again. I had pills in one pocket and a clipping for “The Recovery Group” in the other pocket. As I rode on the bus trying to make up my mind, I decided to go to the Recovery Group first. I could always take the pills later. I found the Recovery Group and yoga helpful; going to meetings sometimes twice a day until I got thinking more clearly and learned how to deal with my problems.” Several participants described the value of CBT or DBT in learning to challenge perceptions. “I have tools now to differentiate myself from the illness. I learned I'm not a bad person but bad things did happen to me and I survived.”(Story 3) “The fact is that we have thoughts that are helpful and thoughts that are destructive….. I knew it was up to me if I was to get better once and for all.” (Story 32): “In the hospital I was introduced to DBT. I saw a nurse (Tanya) every day and attended a group session twice a week, learning the techniques. I worked with the people who wanted to work with me this time. Tanya said the same thing my counselor did “there is no study that can prove whether or not suicide solves problems” and I felt as though I understood it then. If I am dead, then all the people that I kept pushing away and refusing their help would be devastated. If I killed myself with my own hand, my family would be so upset. DBT taught me how to ‘ride my emotional wave’. ……….. DBT has changed my life…….. My life is getting back in order now, thanks to DBT, and I have lots of reasons to go on living.”(Story 19) The writer of Story 67 described the importance of group therapy. “Group therapy was the most helpful for me. It gave me something besides myself to focus on. Empathy is such a powerful emotion and a pathway to love. And it was a huge relief to hear others felt the same and had developed tools of their own that I could try for myself! I think I needed to learn to communicate and recognize when I was piling everything up to build my despair. I don’t think I have found the best ways yet, but I am lifetimes away from that teenage girl.” (Story 67) The author of story 212 reflected on suicidal ideation beginning over 20 years earlier, at age 13. Her first attempt was at 28. “I thought everyone would be better off without me, especially my children, I felt like the worst mum ever, I felt like a burden to my family and I felt like I was a failure at life in general.” She had more suicide attempts, experienced the death of her father by suicide, and then finally found her doctor. “Now I’m on meds for a mood disorder and depression, my family watch me closely, and I see my doctor regularly. For the first time in 20 years, I love being a mum, a sister, a daughter, a friend, a cousin etc.” Discussion The 50 stories that describe positive experiences in the health care system constitute a larger group than most other similar studies, and most participants had made one or more suicide attempts. Several writers reflected back many years, telling stories of long ago, as with the 83-year old participant (Story 30) whose story provided the privilege of learning how the author’s life unfolded. In clinical practice, we often do not know – how did the story turn out? The stories that describe receiving health care speak to the impact of the experience, and the importance of the issues identified in the mental health system. We identified 3 themes, but it was often the combination that participants described in their stories that was powerful, as demonstrated in Story 20, the young new mother who had fallen from a balcony 30 years earlier. Voices from people with lived experience can help us plan and conceptualize our clinical work. Results are consistent with, and add to, the previous work on the importance of therapeutic relationships.8,10,11,14–16 It is from the stories in this study that we come to understand the powerful experience of seeing a family members’ reaction following a participant’s suicide attempt, and how that can be a potent turning point as identified by Lakeman and Fitzgerald.7 Ghio and colleagues8 and Lakeman16 identified the important role for staff/nurses in supporting families due to the connection to relationship issues. This research also calls for support for families to recognize the important role they have in helping the person understand how much they mean to them, and to promote the potential impact of a turning point. The importance of the range of services reflect Lakeman and Fitzgerald’s7 theme of coping, associating positive change by increasing the repertoire of coping strategies. These findings have implications for practice, research and education. Working with individuals who are suicidal can help them develop and tell a different story, help them move from a death-oriented to life-oriented position,15 from “why suicide” to “why life.”9 Hospitalization provides a person with the opportunity to reflect, to take time away from “the real world” to consider oneself, the suicide attempt, connections with family and friends and life goals, and to recover physically and emotionally. Hospitalization is also an opening to involve the family in the recovery process. The intensity of the immediate period following a suicide attempt provides a unique opportunity for nurses to support and coach families, to help both patients and family begin to see things differently and begin to create that different story. In this way, family and friends can be both a support to the person who has attempted suicide, and receive help in their own struggles with this experience. It is also important to recognize that this short period of opportunity is not specific to the nurses in psychiatric units, as the nurses caring for a person after a medically severe suicide attempt will frequently be the nurses in the ICU or Emergency departments. Education, both reflective and interactive, could have a positive impact.17 Helping staff develop the attitudes, skills and approach necessary to be helpful to a person post-suicide attempt is beginning to be reported in the literature.21 Further implications relate to nursing curriculum. Given the extent of suicidal ideation, suicide attempts and deaths by suicide, this merits an important focus. This could include specific scenarios, readings by people affected by suicide, both patients themselves and their families or survivors, and discussions with individuals who have made an attempt(s) and made a decision to go on living. All of this is, of course, not specific to nursing. All members of the interprofessional health care team can support the transition to recovery of a person after a suicide attempt using the strategies suggested in this paper, in addition to other evidence-based interventions and treatments. Findings from this study need to be considered in light of some specific limitations. First, the focus was on those who have made a decision to go on living, and we have only the information the participants included in their stories. No follow-up questions were possible. The nature of the research design meant that participants required access to a computer with Internet and the ability to communicate in English. This study does not provide a comprehensive view of in-patient care. However, it offers important inputs to enhance other aspects of care, such as assessing safety as a critical foundation to care. We consider these limitations were more than balanced by the richness of the many stories that a totally anonymous process allowed. Conclusion Stories open a window into the experiences of a person during the period after a suicide attempt. The RTGOL Project allowed for an understanding of how we might help suicidal individuals change the script, write a different story. The stories that participants shared give us some understanding of “how” to provide support at a most-needed critical juncture for people as they interact with health care providers immediately after a suicide attempt. While we cannot know the experiences of those who did not survive a suicide attempt, results of this study reinforce that just one caring professional can make a crucial difference to a person who has survived a suicide attempt. We end with where we began. Who will open the door? References 1. World Health Organization. Suicide prevention and special programmes. http://www.who.int/mental_health/prevention/suicide/suicideprevent/en/index.html Geneva: Author; 2013.2. Giner L, Jaussent I, Olie E, et al. 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The study investigates the use of Web 2.0 in assisting tertiary students in their writing. Four (4) types of Web 2.0 tools namely Edmodo, YouTube, Prezi and Padlet were employed to assist students in writing essays. The objectives of this research are to identify the significant difference in students’ scores between pre-test and post-test in essay writing using Edmodo as well as to explore students’ opinions on the use of YouTube, Prezi and Padlet in assisting them to prepare their writing task. The study uses mixed-method research design where quantitative data were gathered through student performance in a pretest and posttest of a writing test. For qualitative data, students’ responses pertaining to their perceptions of using YouTube, Prezi and Padlet were collected from their remarks made in ‘Type a reply’ in Edmodo. The results showed that there was a significant increase in students’ pre and post writing tests while students demonstrated positive perceptions in the use YouTube, Prezi and Padlet. The students also demonstrated positive remarks in the use YouTube, Prezi and Padlet.The study implies that the Web 2.0 tools namely Edmodo, YouTube, Padlet and Prezi employed in the study can be sources or tools for teaching and learning writing via online.

Communication is the main tool for humans to convey information, especially for people with disabilities, communication is very much needed so that they can comunicate Communication will support educational patterns and people with disabilities will be able to get the ideal education. The Banten branch of the Sayap Ibu Foundation has a Special School which is an institution that is engaged in providing education for neglected children with special needs, especially persons with disabilities with Cerebral Palsy conditions. The contribution of product design procurement in designing user-based tools in providing educational communication aids for Cerebral Palsy children at the Sayap Ibu Orphanage is an effort to realize the design of assistive devices for independent educational patterns so that they can type with motor limitations in moving their fingers. Trials and fundamental research in multidisciplinary child development and special education combined in the contribution of tactical design, this design product was developed by the principal, therapist, and the writing team to be realized into a useful design product for Cerebral Palsy children in supporting communication in education they received. With the trial & error method that has been carried out by partners, it is developed with detailed mapping of respondent activities that will be made on a 1: 1 scale for educational communication tools, namely Prototype: Fitted Head Pointing Device. The typing aid that is placed on the head and hands due to the limitations of the respondents in moving their fingers is considered very effective in helping them to type and express their limited forms of communication.ABSTRAK:Komunikasi adalah alat dan modal utama untuk manusia dapat menyampaikan informasi, terutama untuk penyandang disabilias komunikasi menjadi sangat dibutuhkan untuk mereka dapat menyampaikan informasi dan mendapatkan informasi. Komunikasi akan menunjang pola edukasi dan penyandang disabilitas akan dapat mendapatkan pendidikan yang ideal. Yayasan Sayap Ibu cabang Banten memiliki Sekolah Sayap Ibu yang merupakan salah satu lembaga yang bergerak di bidang penyelenggaraan pendidikan bagi anak-anak berkebutuhan khusus yang terlantar khususnya penyandang disabilitas dengan kondisi Cerebral Palsy. Kontribusi pengadaan produk desain dalam perancangan alat bantu berbasis pengguna dalam penyediaan alat bantu komunikasi edukatif untuk anak Cerebral Palsy Panti Asuhan Sayap Ibu ini adalah upaya mewujudkan perancangan alat bantu untuk pola edukasi mandiri agar mereka dapat mengetik dengan keterbatasan motorik dalam menggerakan jemari tangan mereka. Uji coba riset mendasar dalam multidisiplin tumbuh kembang anak dan pendidikan khusus dipadu dalam kontribusi desain taktis produk desain ini dikembangkan oleh kepala sekolah, terapis, dan tim penulis untuk dapat di realisasikan menjadi sebuah produk desain yang bermanfaat untuk anak Cerebral Palsy dalam menunjang komunikasi di pendidikan yang mereka terima. Dengan metode uji coba (trial & eror) yang telah di lakukan pihak mitra di kembangkan dengan pemetaan detail aktivitas responden akan dibuat dalam skala 1:1 alat bantu komunikasi edukatif yaitu Prototype: Fitted Head Pointing Device. Alat bantu mengetik yang di letakan di kepala dan tangan karena keterbatasan responden dalam menggerakan jemari ini dianggap sangat efektif untuk membantu mereka dapat mengetik dan mengekspresikan bentuk komunikasi mereka yang terbatas

Since its launch, ChatGPT, an artificial intelligence-powered language model tool, has generated significant attention in research writing. The use of ChatGPT in medical research can be a double-edged sword. ChatGPT can expedite the research writing process by assisting with hypothesis formulation, literature review, data analysis and manuscript writing. On the other hand, using ChatGPT raises concerns regarding the originality and authenticity of content, the precision and potential bias of the tool's output, and the potential legal issues associated with privacy, confidentiality and plagiarism. The article also calls for adherence to stringent citation guidelines and the development of regulations promoting the responsible application of AI. Despite the revolutionary capabilities of ChatGPT, the article highlights its inability to replicate human thought and the difficulties in maintaining the integrity and reliability of ChatGPT-enabled research, particularly in complex fields such as medicine and law. AI tools can be used as supplementary aids rather than primary sources of analysis in medical research writing.

Artificial intelligence (AI) technologies have contributed significantly to the advancement of society. In recent years, AI-powered writing assistants have received increasing attention among English as a Foreign Language (EFL) communities. However, most of these digital writing tools focus on the revision and editing stages. Few digital tools are developed to help users during the writing process, such as assisting users in formulating or translating their ideas into writing. Wordtune is an AI-powered writing assistant that understands the writer’s ideas and suggests options for rewriting them using different tones (e.g. casual, formal) and lengths (e.g. shorten, expand). This tool can help EFL writers maintain a continuous flow and learn useful ways to express their ideas in written English. This tech review aims to provide an overview of Wordtune and its affordance in English writing for EFL writers, while also addressing the benefits and limitations of this technology.

AbstractThis paper discusses the use of Artificial Intelligence Chatbot in scientific writing. ChatGPT is a type of chatbot, developed by OpenAI, that uses the Generative Pre-trained Transformer (GPT) language model to understand and respond to natural language inputs. AI chatbot and ChatGPT in particular appear to be useful tools in scientific writing, assisting researchers and scientists in organizing material, generating an initial draft and/or in proofreading. There is no publication in the field of critical care medicine prepared using this approach; however, this will be a possibility in the next future. ChatGPT work should not be used as a replacement for human judgment and the output should always be reviewed by experts before being used in any critical decision-making or application. Moreover, several ethical issues arise about using these tools, such as the risk of plagiarism and inaccuracies, as well as a potential imbalance in its accessibility between high- and low-income countries, if the software becomes paying. For this reason, a consensus on how to regulate the use of chatbots in scientific writing will soon be required.

Quality security requirements help secure software development to succeed. While considerable research can be discovered in the field of demands elicitation, less attention has been paid to the writing of full security specifications. The demands engineers (REs) are still challenged and tedious in implementing and reporting full safety needs derived from Natural language. This is due to their tendency to misunderstand the real needs and the security terms used by inexperienced REs leading to incomplete security requirements. Motivated from these problems, we have developed a prototype tool, called SecureMEReq to improve the writing of complete security requirements. This tool provides four important key-features, which are (1) extraction of template-based components from client-stakeholders; (2) analysis of template-based density from SRCLib; (3) analysis of requirements syntax density from SecLib; and (4) analysis of completeness prioritization. To do this, we used our pattern libraries: SecLib and SRCLib to support the automation process of elicitation, especially in writing the security requirements. Our evaluation results show that our prototype tool is capable to facilitate the writing of complete security requirements and useful in assisting the REs to elicit the security requirements.

Since the mid-1980s, there has been a movement away from knowledge supplied by the teacher and towards talking, reflecting and explaining as ways to learn. An example of this change in focus is provided by the self-explanation work of Chi et al (1994) who describe an approach to talking science rather than hearing science. According to Chi and coworkers, generating explanations to oneself (self-explanations) facilitates the integration of new information into existing knowledge. Reflecting about one's own learning is the same as thinking about learning or metacognition. Metacognition can be defined as the understanding of knowledge, an understanding that can be reflected in either effective use or overt description of the knowledge in question (Brown, 1987). This definition of metacognition requires of a learner both internalized thinking about learning (that is, reflection), and externalized communication, through language or action, that indicates an understanding of knowledge (that is, a self-explanation). In the work described in this paper the overall pedagogical goal is to encourage creative reflection in learners. Creative reflection is defined as the ability of a learner to imagine musical opportunities in novel situations, and then to make accurate predictions (verbally) about these opportunities. To succeed at creative reflection there should be a correspondence between what a learner predicts will happen and what actually happens. An example would be a learner first writing a musical phrase using musical notation, then predicting verbally how that phrase will sound, playing the phrase back on a piano, and finally evaluating if the prediction was accurate or not. Very little work has been done on how computers can be used to support talking, reflecting and explaining in the creative subject-area of musical composition. The rest of this paper addresses this issue.DOI:10.1080/0968776980060115

AbstractPeer, teacher, and self-feedback have been widely applied in English writing courses in higher education. However, few studies have used technology to activate the potential of feedback in project-based collaborative learning or discussed how technology-enhanced peer, teacher and self-feedback may assist students’ writing, promote their critical thinking tendency, or enhance their engagement in learning, so we investigated them in this research. A total of 90 students, 30 in each group, participated in it. They reported their progress at four stages every other week, received peer, teacher, and self-feedback respectively for 10 weeks, and submitted their finalized review articles in week 14. Before the treatment, we evaluated the students’ writing proficiency and critical thinking tendency through a pre-test and a pre-questionnaire survey. After the treatment, we evaluated their collaborative writing products and conducted a post-questionnaire survey to measure their critical thinking tendency and behavioral, cognitive, and emotional engagement in learning. The results indicated that technology-enhanced peer and teacher feedback were significantly more effective than self-feedback in assisting collaborative writing; peer and self-feedback were significantly more effective than teacher feedback in promoting critical thinking tendency, enhancing behavioral and emotional engagement in learning; and teacher feedback was significantly more effective than self-feedback in enhancing cognitive engagement in learning. We also conducted semi-structured interviews to investigate their perception of the three feedback types and the technology-enhanced feedback-assisted collaborative writing experience. Most students enjoyed the writing experience and regarded the use of digital tools effective for its implementation. Based on these results, we suggest that teachers implement more technology-enhanced peer and self-feedback assisted collaborative writing.

Software development processes are continuously evolving and rapidly transforming alongside the rapid changes in technology. Recently, innovations in the field of Artificial Intelligence (AI) have led to significant changes in software development practices. AI tools can greatly enhance traditional software development processes by offering developers the ability to create projects more intelligently, swiftly, and effectively. These tools can be employed in various tasks, such as code generation, test automation, error analysis, and performance improvements. Particularly, ChatGPT, an AI-based language model that has had a profound impact on almost every domain, can assist software developers in writing code faster and in a more natural language manner. In this research article, essential information about the usage of ChatGPT in the software development process is presented. To evaluate some capabilities of ChatGPT in the software development context, applications were performed on a software project. For this purpose, a software development process was constructed based on the responses provided by ChatGPT. Various questions related to software development processes were formulated, and the responses generated by GPT were evaluated. The obtained results indicated that ChatGPT exhibited excellent performance in the software development process. Based on these findings, it was observed that AI-based models like ChatGPT could be effectively utilized as assisting tools in software development processes, accelerating traditional workflows. Furthermore, AI-based tools can automate testing processes, enhancing software quality while saving time and effort.

Previous research has shown that many university educators struggle to accurately evaluate the cognitive complexity of exam questions (and overall exams) which they write, based on Bloom's Taxonomy. This can lead to concerns about the design of exams. Software tools could possibly assist educators via automated classification methods. This paper reports a work-in-progress project that is creating a software application (tool) to assist university educators with writing exams. We evaluate 3 methods of automated classification including keywords-based approach, OpenAI evaluation, and an existing algorithm. The tool is designed to be able to help educators to reflect on their exam, by providing educators with meaningful feedback on question complexity and the overall exam, assisting in exam design. The software tool developed in this study is expected to benefit educators by providing objective feedback and serving as a professional development resource.

This paper aims to describe the building-up of SciE-Lex (http://www.ub.edu/grelic/eng/scielex2/scielex.html), a collocational database of non-specialized terms in biomedical English, which was primarily conceived as a response to the lack of reference tools accounting for the lexicogrammatical patterning associated with non-technical terms frequently used in the health science discourse. SciE-Lex thus serves the purpose of assisting L2 English writers from the health science discourse community in their production of biomedical texts in English. This collocational database is the result of a lexicographic project carried out by the GreLiC research group at the University of Barcelona, and as such it has undergone various developmental stages since its inception. In order to evaluate its adequacy as a writing tool addressed to the Spanish biomedical community and confirm the appropriateness of the combinatorial patterning and phraseological information included in each entry, a group of language experts were asked to assess the dictionary by stressing both its weaknesses and strengths. Their feedback has stressed the suitability of SciE-Lex as a lexicographic resource and yielded significant improvement of the tool. Last but not least, SciE-Lex has also been successfully tested with targeted users in a series of “Writing for publication” workshops held at the University of Barcelona, and taught by the author, the results of which have corroborated the usefulness of this lexical database to enhance Spanish users’ biomedical English published writing.

Non-human-centered design tools, such as ChatGPT, have shown potential as effective aids in academic article design. This study conducts a comparative evaluation of ChatGPT-3.5 and ChatGPT-4, examining their capabilities and limitations in supporting the academic article design process. The study aims to demonstrate the utility of ChatGPT as a writing tool and investigate its applicability and efficacy in the context of academic paper design. The author interacted with both versions of ChatGPT, providing prompts and analyzing the generated responses. In addition, a different expert academic was consulted to assess the appropriateness of the ChatGPT responses. The findings suggest that ChatGPT, despite its limitations, could serve as a useful tool for academic writing, particularly in the design of academic articles. Despite the limitations of both GPT-3.5 and GPT-4, GPT-3.5 offers a broader perspective, whereas GPT-4 provides a more in-depth and detailed approach to the design of articles. ChatGPT exhibits capabilities in aiding the design process, generating ideas aligned with the overall purpose and focus of the paper, producing consistent and contextually relevant responses to various natural language inputs, partially assisting in literature reviews, supporting paper design in terms of both content and format, and providing reasonable editing and proofreading for articles. However, limitations were identified, including reduced critical thinking, potential for plagiarism, risk of misinformation, lack of originality and innovation, and limited access to literature.

ABSTRACT: It is clear that an urgent, major transformation needs to happen in the design of the built environment to respond to impending climate change and other environmental degradation. This paper will explain the potential role of architectural research centers in this transformation and provide examples from the Center for Sustainable Building Research (CSBR) at the University of Minnesota. A research center can become a regional hub to coordinate and disseminate critical information. CSBR is leading the establishment of Architecture 2030 standards in Minnesota, assisting local governments in writing green building policy, providing design assistance to local government, developing tools to assist design decision making, providing technical assistance to the affordable housing community inMinnesota, and establishing a regional case study database that includes actual performance information. CSBR is creating a publicly accessible, credible knowledge base on new approaches, technologies and actual performance outcomes. Research centers such as CSBR can be a critical component of the necessary feedback loop often lacking in the building industry. A research center can also fill major gaps in providing in depth professional education as well as be a catalyst for demonstration projects and public education.

Background: Maps are important tools in healthcare delivery. In Community-Oriented Primary Care (COPC), they are expected to be used to plan services and resources for defined geographical areas, delineate team practice areas, allocate healthcare workers to households and support service delivery and performance management.Aim: This is a study of the use and value of maps and mapmaking in the delivery of healthcare services through Ward-Based Outreach Teams (WBOTs).Setting: This study was conducted between 2014 and 2016 in Mamelodi (South Africa), an urban settlement selected to begin the City of Tshwane’s WBOT implementation programme in 2013.Methods: This study is based on three qualitative participatory mapmaking projects with WBOT healthcare professionals and workers. Data generated through mapmaking, focused group discussions, individual semi-structured interviews, reflective writing and feedback workshops were analysed thematically.Results: Through mapmaking and discussions about the maps, healthcare providers took ownership of the maps they were creating or viewing, added their own information onto the maps, voiced issues about their practice, generated new knowledge and shared ideas and solutions for challenges. These processes expanded the use and value of maps beyond assisting participants to gain insights into the context, people and organisations of their places of work.Conclusion: Maps become creative learning tools that can be used in emergent ways to solve healthcare service and other problems when they are actively generated and engaged through facilitated discussion and reflection. This allows WBOTs to see maps as dynamic canvasses that they can use to improve service delivery.

PurposeThis study aims to develop a hierarchical topic analysis tool (HTAT) based on hierarchical Latent Dirichelet allocation (hLDA) to support digital humanities research that is associated with the need of topic exploration on the Digital Humanities Platform for Mr. Lo Chia-Lun’s Writings (DHP-LCLW). HTAT can assist humanities scholars on distant reading with analysis of hierarchical text topics, through classifying time-stamped texts into multiple historical eras, conducting hierarchical topic modeling (HTM) according to the texts from different eras and presenting through visualization. The comparative network diagram is another function provided to assist humanities scholars in comparing the difference in the topics they wish to explore and to track how the concept of a topic changes over time from a particular perspective. In addition, HTAT can also provide humanities scholars with the feature to view source texts, thus having high potential to be applied in promoting the effectiveness of topic exploration due to simultaneously integrating both the topic exploration functions of distant reading and close reading.Design/methodology/approachThis study adopts a counterbalanced experimental design to examine whether there is significant differences in the effectiveness of topic inquiry, the number of relevant topics inquired and the time spent on them when research participants were alternately conducting text exploration using DHP-LCLW with HTAT or DHP-LCLW with Single-layer Topic Analysis Tool (SLTAT). A technology acceptance questionnaire and semi-structured interviews were also conducted to understand the research participants' perception and feelings toward using the two different tools to assist topic inquiry.FindingsThe experimental results show that DHP-LCLW with HTAT could better assist the research participants, in comparison with DHP-LCLW with SLTAT, to grasp the topic context of the texts from two particular perspectives assigned by this study within a short period. In addition, the results of the interviews revealed that DHP-LCLW with HTAT, in comparison with SLTAT, was able to provide a topic terms that better met research participnats' expectations and needs, and effectively guided them to the corresponding texts for close reading. In the analysis of technology acceptance and interview data, it can be found that the research participants have a high and positive tendency toward using DHP-LCLW with HTAT to assist topic inquiry.Research limitations/implicationsThe Jieba Chinese word segmentation system was used in the Mr. Lo Chia-Lun’s Writings Database in this study, to perform word segmentation on Mr. Lo Chia-Lun’s writing texts for topic modeling based on hLDA. Since Jieba word segmentation system is a lexicon based word segmentation system, it cannot identify new words that have still not been collected in the lexicon well. In this case, the correctness of word segmentation on the target texts will affect the results of hLDA topic modeling, and the effectiveness of HTAT in assisting humanities scholars for topic inquiry.Practical implicationsAn HTAT was developed to support digital humanities research in this study. With HTAT, DHP-LCLW provides hmanities scholars with topic clues from different hierarchical perspectives for textual exploration, and with temporal and comparative network diagrams to assist humanities scholars in tracking the evolution of the topics of specific perspectives over time, to gain a more comprehensive understanding of the overall context of the texts.Originality/valueIn recent years, topic analysis technology that can automatically extract key topic information from a large amount of texts has been developed rapidly, but the topics generated from traditional topic analysis models like LDA (Latent Dirichelet allocation) make it difficult for users to understand the differences in the topics of texts with different hierarchical levels. Thus, this study proposes HTAT which uses hLDA to build a hierarchical topic tree with a tree-like structure without the need to define the number of topics in advance, enabling humanities scholars to quickly grasp the concept of textual topics and use different hierarchical perspectives for further textual exploration. At the same time, it also provides a combination function of temporal division and comparative network diagram to assist humanities scholars in exploring topics and their changes in different eras, which helps them discover more useful research clues or findings.