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A person's intelligence level positively influences his or her professional success. Gifted and highly intelligent individuals should therefore be successful in their careers. However, previous findings on the occupational situation of gifted adults are mainly known from popular scientific sources in the fields of coaching and self-help groups and confirm prevailing stereotypes that gifted people have difficulties at work. Reliable studies are scarce. This systematic literature review examines 40 studies with a total of 22 job-related variables. Results are shown in general for (a) the employment situation and more specific for the occupational aspects (b) career, (c) personality and behavior, (d) satisfaction, (e) organization, and (f) influence of giftedness on the profession. Moreover, possible differences between female and male gifted individuals and gifted and non-gifted individuals are analyzed. Based on these findings, implications for practice as well as further research are discussed.
Introduction : extent, processes and evolutionary impact of interspecific hybridization in animals
(2008)
Since the time of Charles Darwin, studies of interspecific hybridization have been a major focus for evolutionary biologists. Although this phenomenon has often been viewed as problematic in the fields of ecology, taxonomy and systematics, it has become a primary source of data for studies on speciation and adaptation. Effects from genetic/evolutionary processes, such as recombination and natural selection, usually develop over extended periods of time; however, they are accelerated in cases of hybridization. Interspecific hybrids exhibit novel genomes that are exposed to natural selection, thus providing a key to unravel the ultimate causes of adaptation and speciation. Here we provide firstly a historic perspective of hybridization research, secondly a novel attempt to assess the extent of hybridization among animals and thirdly an overview of the reviews and case studies presented in this theme issue.
Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this paper, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational technology. We conclude our systematic review by pointing to three main research challenges: 1) Aligning chatbot evaluations with implementation objectives, 2) Exploring the potential of chatbots for mentoring students, and 3) Exploring and leveraging adaptation capabilities of chatbots. For all three challenges, we discuss opportunities for future research.