Workplace health psychology is supported and upheld by psychologists, management scientists, sociologists and clinical psychology. Workplace loneliness has become a hot research topic in western occupational health psychology. The research about the spread of employee workplace loneliness in China is lagging behind. As a common negative emotion in workplace, workplace loneliness can bring in a series of negative effects on employees and individuals. At present in China, the transformation of the society and the rapid development of the economy have brought many problems to the workplace. To some extent, these problems will lead to the spreading of the common feeling of loneliness in the workplace. Therefore, it is necessary to study the crisis of workplace loneliness of our employees. At present, the study of loneliness in the workplace is still in its preliminary stage. The main purpose of this paper is to review the main subject of the study of loneliness in the workplace abroad, and to introduce its concepts, dimensions, measurement methods and related research into the country, and provide reference for Chinese scholars to study the rising crisis, that is, the sense of loneliness in the workplace.

Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to present a methodology that may be used to perform evaluation of business process management (BPM) methodologies. As this area lacks proper formalized approaches, the aim of the publication is to promote the new approach, proposed by the authors. Design/methodology/approach -The authors analyse related methodologies and theoretical background. Based on that, they suggest an evaluation approach, which is used to verify correctness of a semantic BPM (SBPM) methodology. Findings -The proposed evaluation methodology has been practically tested. Additional interviews have been conducted and interviewees stress high value of the approach. The presented evaluation methodology was validated on the example of the SBPM methodology used in a European integrated project.Research limitations/implications -The results of this paper can be used to guide development and verify correctness of new BPM methodologies. Practical implications -The paper demonstrates how validation of BPM methodologies can be conducted in practice. Originality/value -The approach presented in the paper is the first comprehensive approach to provide methodology for evaluating BPM methodologies.

Abstract. One of the main problems when creating execution-level process models is finding implementations for process activities. Carrying out this activity manually can be time consuming, since it involves searching in large service repositories. We present Maestro for BPMN, a tool that allows to annotate and automatically compose activities within business processes. We explain the main assumptions and algorithms underlying the tool, and we overview what will be demonstrated at ESWC.

The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), their commonalities (MDRD; n = 22), and their typically academically developing peers (TD; n = 22) were evaluated on an array of cognitive measures (working memory, inhibition, and planning) individually. Results revealed significant differences among groups on various cognitive measures. Students in the MD, RD, and MDRD groups showed poorer performance compared to the TD group on all of the working memory, inhibition, and planning tasks. The MDRD group showed an overall weakness when comparing to other groups, indicating severe cognitive deficits in students with MDRD. The RD group showed deficits in inhibition and planning on tasks requiring verbal skills; MD students showed deficits in inhibition and planning on digit-related tasks. However, no salient difference was found between the MD, RD, and TD group on working memory. Results have implications for understanding the cognitive features of MD, RD, and MDRD, and intervention programs targeting inhibition and planning may be beneficial for improving reading and mathematics achievement in students with learning difficulties.

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