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Literature on Shared Mental Models (SMMs) has been burgeoning in recent years and this has provided increasingly detailed insight and evidence into the importance of SMMs within specific contexts. However, because past research predominantly focused on SMM structure as measured by diverse, context-dependent measures, a consolidated multi-dimensional measure of perceived SMMs that can be used across diverse team contexts is currently lacking. Furthermore, different conceptualizations of the dimensionality of SMMs exist, which further impedes the comparison between studies. These key limitations might hinder future development in the SMM literature. We argue that the field of SMMs has now matured enough that it is possible to take a deductive approach and evaluate the prior studies in order to refine the key SMMs dimensions, operationalizations, and measurement. Hence, we take a three-stage approach to consolidate existing literature scale-based measures of SMMs, using four samples. Ultimately, this leads to a 20-item five-dimensional scale (i.e., equipment, execution, interaction, composition, and temporal SMMs) – the Five Factor Perceived Shared Mental Model Scale (5-PSMMS). Our scale provides scholars with a tool which enables the measurement, and comparison, of SMMs across diverse team contexts. It offers practitioners the option to more straightforwardly assess perceived SMMs in their teams, allowing the identification of challenges in their teams and facilitating the design of appropriate interventions.

RESUMEN: La historieta contemporánea latinoamericana que toma el imaginario medieval como base de su construcción ficcional no ha sido suficientemente estudiada por la crítica. En este artículo nos proponemos llevar a cabo un análisis de la serie Almer, del argentino Manuel Loza, publicada durante la segunda década del siglo XXI. Nos centramos, por un lado, en las continuidades que esta ficción presenta con la materia medieval y, por otro lado, en las particularidades que adquieren los personajes y las aventuras acaecidas en un contexto diverso. Entre estos aspectos se destaca la reelaboración de un elemento particular del mito artúrico, la igualdad entre pares, para la creación de un caballero novedoso cuya tarea es, fundamentalmente, la de proteger a los trabajadores y los oprimidos de la sociedad. Al final se incluye como apéndice una entrevista realizada al autor en 2021 con motivo del presente número de Storyca. ABSTRACT: Contemporary Latin-American comics that adopt the medieval world as the basis of their fictional creation have not been sufficiently studied by scholars. In this article we propose to carry out an analysis of the series Almer, by the Argentinian author Manuel Loza, published during the second decade of the 21st century. We focus, on the one hand, on the extensions of the medieval matter found in this fiction and, on the other hand, on the peculiarities that the characters have and the adventures that take place in a diverse context. Among these aspects we highlight the redefinition of one of the elements of the Arthurian myth, that of equality among peers, in order to create a novel knight whose task is, above all, to protect laborers and the oppressed in society. At the end we include, as an appendix, an interview conducted to the author in 2021 on the occasion of the current volume of Storyca.

In this article, I reflect on experiences of Brown (or South Asian) in/visibility in teacher education. Using an autoethnographic approach, I share reflexive personal and professional counternarratives of my experiences as a Brown person and Brown teacher-educator committed to issues of justice in the diverse context of Toronto, Canada. I explore how Brown invisibility operates in desiring recognition, insider knowings, investments in ambiguity, and relational harm and liberation. I trouble the ways in which theoretical frames open and limit experiences and expressions of Brownness, locating myself in between postcolonial and anti-colonial theorizing and notions of racial ambiguity in DesiCrit. I conclude with the importance of making visible the experiences and constructions of Brownness in faculties of education and education more broadly, as a form of solidarity that both resists Brown invisibility and exposes Brown complicity in an aspirational whiteness that maintains racial hierarchies through its invisibility.

This paper sets out to place the research on Content and Language Integrated Learning (CLIL) within the border of Chinese academia. In considering the limited amount of empirical research in China, the author problematises the construction of a shared CLIL research agenda aimed at extending the scope of the current academic scenario. A conceptual model is formulated based on the constructive proposal brought forward by Coyle et al. (2010) that CLIL research should involve the examination and understanding of performance evidence, affective evidence, process evidence and materials and task evidence. Given that almost all the reviewed CLIL studies were conducted in the scope of English language education in higher education, this model is positioned within a broad multilingual and educationally diverse context in China. A more comprehensive, rich and evidence-based research scenario is expected from Chinese researchers whose work is not only to extend the CLIL research agenda but also to probe into it in the long way ahead.

In English language teaching (ELT) circles, the English used in the Philippines is traditionally labelled as ESL. However, that label, including the attitudes and practices that it brings, does not accurately capture the complex language situation in the country. In this article, we argue that English education in the Philippines does not account for the multilingual and linguistically diverse context of use in the country. We argue that monolingual perspectives and approaches in ELT continue to dominate the field. Issues of language variation, the existence of varieties of English, and the reality of translanguaging practices are not addressed. From curriculum design, assessment policies and practices, to classroom teaching, ELT in the Philippines persists in taking a one-size-fits-all approach that only privileges so-called ‘native speaker’ norms. English in the Philippines is best characterized as Englishes. Although an educated Philippine variety of English exists (Bautista, 2008), it cannot be concluded that this is the variety of widespread use across the archipelago. The language situation of the Philippines is complex, thereby eluding labels and categories that only betray a nativespeakerism perspective and a monolingual bias. We argue that Englishes in the Philippines are more appropriately approached as ENL, ESL, and EFL. The implications of these categorizations on ELT in the country are discussed in this paper.

AbstractArtificial Intelligence (AI) has expanded in a diverse context, it infiltrates our social lives and is a critical part of algorithmic decision-making. Adopting AI technology, especially AI-enabled design, by end users who are non-AI experts is still limited. The incomprehensible, untransparent decision-making and difficulty of using AI become obstacles which prevent these end users to adopt AI technology. How to design the user experience (UX) based on AI technologies is an interesting topic to explore.This paper investigates how non-AI-expert end users can be engaged in the design process of an AI-enabled application by using a framework called Smart Service Blueprint Scape (SSBS), which aims to establish a bridge between UX and AI systems by mapping and translating AI decisions based on UX. A Dutch mobility service called ‘stUmobiel ’ was taken as a design case study. The goal is to design a reservation platform with stUmobiel end users. Co-creating with case users and assuring them to understand the decision-making and service provisional process of the AI-enabled design is crucial to promote users’ adoption. Furthermore, the concern of AI ethics also arises in the design process and should be discussed in a broader sense.

This article explores the multilingual creativity of young refugees in the Netherlands and the social contexts and situations in which it develops. Because these young refugees form an under-researched group, the authors build on different discipline-based studies on (young migrants’) multilingualism, super-diversity, conviviality, liminality and networks. The authors start with the collection of personal network data including languages used with each network member. These data show that participants use and combine the Dutch language with the majority of non-native people in their networks. To explain this, the network data are connected with participants’ ‘network stories’. In these stories, participants refer to the asylum seeker centres, where they began their lives in the Netherlands, as the breeding ground for their multilingual creations with the Dutch language. The authors show how, in the liminal and super-diverse context of these centres, young refugees’ multilingual practices and innovations enhanced conviviality and connectedness. The authors also delineate how ‘oldcomer’ and ‘newcomer’ participants’ distinct multilingual innovations relate to their different present networks. In both groups, however, these innovations are a source of belonging among the non-natives in their networks.

By 2044, the USA is projected to be a majority-minority nation. Research suggests that when people of color reach 40–60% of the population, a tipping point occurs in which white individuals experience a collective existential threat and threat to their status and resources, resulting in more negative attitudes toward diversity. Institutions of higher education are microcosms of society. We were interested in how perceptions of diversity might differ across two universities—one that had reached the tipping point of only 50% white Americans; 543 black and white undergraduates completed items from the Diverse Learning Environment Core Survey measuring perceptions of belonging, diversity, and discrimination. We found that white students in the more diverse context were less satisfied with diversity on campus than their white counterparts (at the less diverse university); moreover, these students reported the highest level of discrimination in the study—even higher than that of black students in the less diverse context. These findings highlight the ways in which increasing representation and enfranchisement of racially and culturally different others may result in feelings of disenfranchisement for white Americans. With implications for the larger society, we argue that centering and deconstructing whiteness and white racial socialization is essential for the next era of equity and diversity aimed at redressing structural inequality.

To date, research has primarily focused on the colorblind norms and behaviors of majority-White participants in majority-White contexts. Extending this work to more diverse samples and contexts, across four studies, we examine whether colorblind norms link to the colorblind behavior of racially diverse participants living in a racially diverse (i.e., heterogeneous) context. Findings suggest that participants living in a racially diverse context did not endorse colorblind beliefs (Study 1) and norms (Study 2), and instead behaved in race-conscious ways and overwhelmingly used race in a photo identification task. Furthermore, in Study 3, we find that colorblind norms are largely activated by the belief that talking about race is prejudiced. When participants were exposed to a social norm that linked talking about race to prejudice, colorblind behavior became more prevalent. Finally, in Study 4, we see that greater diversity of one’s context is correlated to less endorsement of colorblindness.

<p>Considering the lack of a comprehensive assessement of hydropower potential in the Upper Indus basin, we developed and implemented a systematic framework to explore four different classes of hydropower potential. Our framework uses high-resolution discharge generated by a coupled cryosphere-hydrology model as the bio-physical boundary conditions to estimate theoretical potential. Thereafter, diverse context-specific constraints are implemented stepwise to estimate the technical, economic and sustainable hydropower potential. The successive classes of hydropower potential integrate considerations for various water demands under the water-energy-food nexus, multiple geo-hazard risks, climate change, environmental protection, and socio-economic preferences. We demonstrate that the nearly two thousand Terawatt-hour of theoretical potential available annualy in the upper Indus can be misleading because a majority of this is technically and economically not viable. Even smaller potential remains if we account for the various sustainability constraints that vary spatially. Our concept of the sustainable hydropower potential enables decision makers to look beyond the energy sector when selecting hydropower projects for development to achieveenergy security under the Sustainable Development Goal 7 (SDG7).The generated portfolio of sustainable hydropower projects is superior to the current portfolio based on outdated studies because our method looks beyond theoretical possibilities and excludes projects that conflict with management objectives under other SDGs. The spatial maps with potential and the cost curves for hydropower production provide a science-based knowledge base for hydropower development in the Indus basin. Our method could similarly be adapted to inform hydropower development in other basins across the globe.</p>