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Scientific papers and patents are reliable sources of knowledge carriers for measuring science and technology advances, predicting technological trends, and formulating technology strategies. Although the idea of entirely using the two knowledge carriers is rapidly emerging in academic discussion, a theoretical framing of the comparisons is still not present in literature. This study conducts bibliometrics on 2986 patent families and 4755 scientific papers related to silicon carbide metal–oxide-semiconductor field-effect transistor (SiC-MOSFET) to identify its technological trends and compare the similarities and differences in knowledge generation and diffusion in science and technology. Our methodological framework consists of a combination of geographic distribution (identifying the research developments and distribution), cooperation networks (analyzing organisation collaboration and individual research cooperation), noun phrase co-occurrence clusters (discovering hot research topics), and the global main path analyses of citation networks (tracking the trajectory of knowledge flows). Ultimately, our results contribute to recent bibliometric paradigms beyond discovering the role of scientific papers and patents in promoting science and technology integration. [ABSTRACT FROM AUTHOR]

This paper aims to (1) explore how notions about STEM in different contexts, times, scales and places affect STEM-practices in ECE and beyond, and (2) with this as a point of departure, highlight the need and potential of using feminist perspectives and a feminist pedagogy in STEM-related courses within ECTE (Early Childhood Teacher Education). To explore the aim, I experiment with diffractive readings of agential cuts made from the STEM-area; theoretical and empirical research papers, a popular-scientific book, reports, surveys and statistics and a field study in preschool. The findings highlight that feminist perspectives and a feminist pedagogy are important for all ECTE students, irrespective of earlier experiences of and feelings towards STEM (e.g. fun/difficult, insecure/confident). They are also of importance for all children since notions of what STEM is/is not and who is interested in STEM/not interested, risk to affect all children’s STEM-learning in narrowing ways irrespective of gender. [ABSTRACT FROM AUTHOR]

This paper provides an evidence-based study that evaluates the attitudes of Panjabi speakers in the Panjab region towards the Panjabi language, exploring the underlying reasons shaping those attitudes. Panjabi language activists have expressed concerns about the challenges confronting the language and its vitality. However, due to a noticeable absence of any empirical data these concerns often become entangled in a discourse, questioning the authenticity and reliability of these concerns. This paper, therefore, aims to measure the realistic standing and situation of the language, by undertaking the first, empirical study across nine districts in Panjab, India. [ABSTRACT FROM AUTHOR]

Information from the fifth wave of the Quality-of-Life Survey conducted by the Gauteng City-Region Observatory was used in this paper to investigate the relationship between living in informal dwellings and fear of crime. This examination is based on existing theories, including victimization/vulnerability, neighborhood disorder, and diffuse anxiety theories. Given the prominence of informal dwellings in most urban areas in South Africa, including Gauteng Province, this study examines whether living in informal dwellings determines fear of crime or feelings of unsafety. Multilevel cumulative logistic models were therefore estimated to account for similarities between individuals in the same wards while at the same time modeling for differences between wards. The results indicate that an individual residing in an informal dwelling is less likely to feel safe than one who resides in a formal dwelling in Gauteng Province. By focusing on informal dwellings as the predictor of interest, the present paper attempts to extend the panoply of predictors that can be used in empirical research when testing the above-mentioned theories. [ABSTRACT FROM AUTHOR]

AbstractThis paper introduces the concept of polyphonic relational epistemology, an extension of relational epistemology that emphasizes knowledge as a dialogic and multivocal process. Drawing on Mikhail Bakhtin's theory of polyphony, the paper argues that the act of knowing emerges from the interaction of multiple, irreducible voices. This approach challenges traditional epistemological frameworks that prioritize individual coherence and logical consistency, proposing instead a view of truth as a dynamic interplay of diverse perspectives. The paper examines the contributions of key scholars in relational epistemology, such as Kenneth Gergen, Barbara Thayer-Bacon, and Lorraine Code, and builds upon their insights to develop a polyphonic understanding of knowledge. The practical implications of polyphonic relational epistemology are explored in the context of education, highlighting its potential to foster inclusive and collaborative learning environments. By embracing the complexity and multiplicity of human experience, polyphonic relational epistemology offers a rich framework for rethinking the nature of knowledge and its role in our lives. The paper concludes by outlining avenues for future scholarship, including empirical research, interdisciplinary approaches, and the integration of technology, to further refine and apply this conceptual framework in educational practice and beyond. [ABSTRACT FROM AUTHOR]

Death Café is a not-for-profit international social franchise founded in 2011 in London. This paper is based on the most extensive empirical research of Death Cafés to date, examining the content of Death Café conversations. I interrogate the finding that, alongside talking directly about death and dying, people at a Death Café consistently talk about the value of being at a Death Café and about the value of talking about death. I introduce three main ways that talking about the value of conversations about death appears in a Death Café and, most importantly, I argue that talking about the value of conversations about death is an enjoyable part of the conversation in its own right. I use neo-tribal theory and its concept of aesthetics as ‘a way of feeling in common’ and ‘a means of recognising ourselves’ to examine this further. When talking about the value of conversations about death, Death Café participants reflexively consider the activity they are engaging in= together, which strengthens the feeling of collectivity, and bonds them into a neo-tribe. This paper demonstrates that Death Café is a valued form of social interaction, moving it away from the current academic attempts to discover Death Café’s instrumental utility. [ABSTRACT FROM AUTHOR]

Both political theorists and scholars working on populism with an ideational approach have frequently noted that populists are averse to compromise. However, the negative relationship between populism and compromise has not been analyzed in detail. In this paper, we offer a comprehensive account of the reasons behind this oft-repeated conflict between populist narratives and the practice of compromise, disentangling the various dimensions of such incompatibility and exploring their connections. We rely on theoretical and empirical research on populism, supplemented by illustrative examples and references to political theory with an anti-pluralist coloration and the opponents thereof. We compare populist objections with Baume and Papadopoulos’s typology of objections to political compromises. We demonstrate that populist objections only partly overlap with those inventoried in the typology, notably along the moral and antagonistic dimensions, while the populist claim that compromises denature the unmediated expression of the popular will has not been considered before. Through an exploratory case study, we further reflect on how populists justify compromises when they are in power, notwithstanding their ideological reluctances. Our paper enriches the study of the ideational elements of populism while advancing research on the perception of compromises in democratic politics. [ABSTRACT FROM AUTHOR]

This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers' political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools. [ABSTRACT FROM AUTHOR]

Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for ab initio Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners' pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed. [ABSTRACT FROM AUTHOR]

Drawing on data from creative and visual group interviews undertaken in 2018 with five LGBTQ+ young people aged 15–18 years old in the South Wales valleys, this paper explores the gendered experiences of the body online. In line with wider research, participants illustrated that commodified gendered and sexualized norms were intensified online through the everyday forceful intrusion of idealized bodies and abusive body-shaming comments. However, they also pointed to the role of food and pet content in experiences of embodied pleasure and feeling good online. Inspired by feminist posthuman and new materialist scholarship, this paper examines how food and pet photography plugs into masculinizing and feminizing bodily assemblages. In so doing, it not only makes an empirical contribution to the field of gender studies, but also offers a contribution to the methodological literature by developing a theoretically informed approach, which expands the boundaries of what a gendered body may be, do and become online. [ABSTRACT FROM AUTHOR]

In this paper, we empirically demonstrate emerging material-discursive entanglements of different bodies in Swedish outdoor education, and thereby provoke openings for questioning some aspects of the conceptualization of a nature/culture divide. Outdoor and environmental education have been criticized for upholding this divide by not paying attention to the power structures through which bodies become sedimented as either human or nature. By discussing entanglements, and how educators might attend to them as a pedagogical tool, our paper responds to this line of thinking. Vital materialism and agential realism were put to work in a post-qualitative study at a Swedish folk high school. Through engagement with a group of outdoor students, empirical material was created and examples of material-discursive entanglements analyzed. We conclude that outdoor educators can create possibilities for attending to the entanglements of different bodies, thereby making possible a learning with them. This may open alternative ways to conduct outdoor education that challenge the conceptualization of a nature/culture divide. [ABSTRACT FROM AUTHOR]

This paper introduces a special issue of Housing, Theory and Society entitled "Behavioural biases in the housing market". First, we provide a brief overview of theoretical considerations and empirical research applying the behavioural economics approach to housing market studies. Second, we summarize the topics of the papers included in the special issue and, finally, point out directions for future analyses involving behavioural economics and the housing market. [ABSTRACT FROM AUTHOR]

Architectural education shares much in common with engineering, including the use of a culminating capstone experience in the final year. The form of this experience varies, with the research-based thesis and final-year project being most common. This paper explores the literature on traditions of enquiry and the meaning of research in various fields and the evolution of the 'thesis' and 'final year project' approaches over time. It then briefly summarises empirical research conducted on a case study institution struggling to bridge gaps in understandings of these distinct forms of learning and teaching. Throughout, the paper presents a comprehensive set of diagrams to explain various paradigms and positions on research and design education. These diagrams depict processes used in architecture, engineering, and natural sciences to conduct research and generate designs. A new model is proffered to help unify competing conceptions of the final year project and thesis, for the case study institution and beyond. [ABSTRACT FROM AUTHOR]

The awareness that museums must be inclusive and participatory led to practices adapted to visitors' requirements and co-creative experiences, encouraging interaction with exhibitions, and thus fostering memorable experiences. Yet, constraints remain for people with disabilities, reducing their satisfaction and desire to return. Despite the high number of people with visual impairments worldwide, there is a lack of research on factors that may impact their co-creation in museums. This paper aims to identify factors influencing the co-creation of people with visual impairments experiences in museums, either facilitating or constraining it. Based on focus groups discussion, the results of the study conducted suggest that the co-creation of people with visual impairments in museums is influenced both by aspects related to visitors, as well as by disabling features of the museums' physical, communicational, and attitudinal environments. Conclusions and implications drawn are critical to improve the experience of people with visual impairments in museums. This article highlights that despite the high number of people with visual impairments worldwide, many still face constraints when visiting museums. The article reveals that several museums offer opportunities for interacting with the whole museum environment and co-creating value, to trigger memorable experiences. This paper fills a research gap by analysing how a set of factors influence people with visual impairments to get involved in co-creation in museums, either facilitating or constraining it. The research found that the factors that influence co-creation of experiences of people with visual impairments in museums can be related to the visitors or to the museums, including physical, communicational and attitudinal aspects. The article provides guidelines to improve the co-creation in museums of people with visual impairments. [ABSTRACT FROM AUTHOR]

In recent years, Game-Based Learning (GBL) has been widely adopted in various educational settings. This paper aims to review empirical studies that adopt GBL in the field of AI education and explore its future research perspectives. After a systematic keyword search in the online database and a snowballing approach, a total of 125 empirical papers with 133 studies were targeted as samples. Results indicated that the games in AI education are mainly fell into five categories: Puzzle games are the most used in the curriculum (27.07%), followed by Reasoning strategy games (23.31%), Robot games (18.05%), Role-playing games (9.02%) and Simulation games (6.77%). Among them, 22.39% of games were with real characters, 11.94% were with virtual characters and 64.18% were with no characters. Besides, games were used in three main forms in AI education: games as teaching tools (78.95%), games as student works (12.03%), and games as a competing mechanism (9.02%). Researchers mainly paid attention to the effect of GBL on students' Opinions and Attitude (52.96%) and Learning achievement (24.04%), while the other three categories such as Skills and ability, Interaction, and Cognition were not extensively measured. The cross-sectional analysis, research gaps, and potential directions for future research were also discussed. [ABSTRACT FROM AUTHOR]

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model, they go beyond in addressing ICT integration in lesson plans as a skill, using various measurement instruments. We therefore link key findings of studies to the teacher competence discourse, highlighting ICT integration in lesson plans as a situation-specific skill of teachers, being predicted by teacher knowledge and beliefs and predicting observable teacher performance in class. Moreover, intervention studies inform about the change of ICT integration in lesson plans effected by learning opportunities both in initial teacher education and in teacher professional development. [ABSTRACT FROM AUTHOR]

Homeless families include children whose experiences of homelessness and extreme poverty can have long-term negative impacts over the life course. This paper proposes a resource-orientated causal explanation of the mechanisms of family homelessness in Australia. Given the critical role of poverty in housing insecurity, the model explains why some families living in extreme poverty and disadvantage become homeless and others do not. The research is positioned within a critical realist approach to theoretical causal explanation. It is influenced by interdisciplinary literature and psychologist Hobfoll's Conservation of Resources theory. Previously published empirical analysis informs and supports the development of this theoretical model. Families use their resources to mitigate challenges to their housing security. However, disadvantage limits their accumulation of resources, contributes to accelerating resource loss, and constrains their capacity to act. An acute lack of affordable housing and insufficient welfare payments to secure private rental accommodation severely impacts a family's capacity to navigate crises and avoid homelessness. [ABSTRACT FROM AUTHOR]

The housing sector in Sweden, as elsewhere, faces major transitions to meet far-reaching sustainability targets. Eco-efficiency has tended to dominate the sustainability discourse, with a reliance on incremental improvements. This paper explores what is needed to reach a system-level framing of sustainability transformations in housing and home-related structures and practices. Based on previous research and empirical insights from workshops with diverse actors in the Swedish housing sector, we explore different narratives of what needs to change and perspectives on agency and collective action. Shifting the narrative from efficiency to sufficiency, and from a focus on technology and behaviour to complex interactions between actors and systems, offers opportunities as well as tensions in the sector. While the current paradigm offers limited space for action, the emergence of perspectives, policies, and practices concerning, for example, living smaller, simpler, and sharing posits the housing sector as an arena for socio-ecological transformations. [ABSTRACT FROM AUTHOR]

Whether intended by education policy (e.g., via school entrance examinations) or unintended (e.g., via social stratification), selection effects in education (who goes where, gets what, and how much) shape educational opportunities – influencing the life chances of individuals and groups, and the structure of societies. However, within the quantitative approach to educational research, current statistical methods can struggle to simultaneously evaluate both the presence and impacts of these effects. In turn, this methodological limitation impedes efforts to facilitate equality of educational opportunity. This paper responds with a critical overview of types of selection effects in education, their consequences for educational opportunity, and the statistical methods used for their identification. Two empirical illustrations show how a new statistical method ("airbag moderation") can enable better detection and evaluation of selection effects in education and help direct future research into selection effects in education with a focus on opportunities for equality of educational opportunity. [ABSTRACT FROM AUTHOR]

This paper proposes a novel framework for systematic reviews, the conceptual systematic review (CSR), incorporating elements of content analysis that often implicitly precede synthesising research but are rarely made explicit. We argue that a CSR has the possibility to conceptually map a tangled term, to prepare systematic reviews, to advance interdisciplinary communication, and to offer guidance in tangled fields of scientific discourse. The proposed methodological framework involves a six-stage procedure aimed at systematically unravelling tangled terms through the deductive–inductive coding of a systematically retrieved literature corpus, thereby going beyond the quantitative synthesis of research findings. We call the elements of such a framework heuristics, classifications, and systematics; they provide insight into the quality of term disentanglement and can be viewed hierarchically: heuristics do not (necessarily) satisfy any quality criteria, classifications adhere to analytical quality criteria, and systematics also meet empirical quality criteria. The six quality criteria through which the quality of a CSR can be made explicit are introduced to allow for professional scrutiny and critique. It is argued that making conceptual elements of systematic reviews explicit is especially relevant in the field of educational research. Finally, we discuss the relation of the CSR to similar methods and address weaknesses in the proposed framework. [ABSTRACT FROM AUTHOR]

AbstractHypothesis testing for the Weibull distribution always raises attention in the literature. It is challenging especially in small-sample scenarios. In this paper, we propose a new Kolmogorov-Smirnov type test based on the distance between two empirical functions, one from the data and another from the representative points of the underlying distribution. A bias correction technique is used to estimate unknown parameters in the Weibull distribution. We also discuss how to choose a suitable number of representative points based on the proposed loss function, which is recommended for constructing the empirical function from the Weibull distribution. To compare with tailor-made tests in the literature, a simulation study of the empirical type I error and testing power is conducted. It shows that our proposed test statistic is more powerful in most alternative scenarios, and it significantly improves the power of testing in small-sample scenarios. Finally, two real-world datasets are conducted to further demonstrate the efficiency of the proposed method. [ABSTRACT FROM AUTHOR]

Recent empirical research has highlighted the role played by public investment in stimulating economic activity, while addressing a variety of systemic challenges such as climate change and supply chain resilience. However, theoretical considerations regarding the capacity-building effect of public capital formation have been often overlooked in the demand-led growth literature. The paper addresses this gap by introducing a public investment component within a supermultiplier model, treating government investment and consumption spending as two separate components of autonomous demand, growing at different rates over the long run. The model is proven to be stable as long as the non-capacity-creating component of demand grows faster than public investment. Even though the latter does not have long-term growth effects in the steady state, it does affect economic activity during the traverse. The model is then calibrated and simulated, showing that movements between steady-state positions are extremely long-lasting, thus reinforcing the idea that supermultiplier models are better suited to describe out-of-equilibrium dynamics, while pointing out the potential role of public investment in shaping macroeconomic outcomes in the short, medium, and long run. [ABSTRACT FROM AUTHOR]

Most philosophers agree that lies are assertions. Most also agree that to presuppose information is different from asserting it. In a series of papers, Viebahn [2020. “Lying with Presuppositions.” Noûs 54 (4): 731–751; “The Lying-Misleading Distinction: A Commitment-Based Approach.” Journal of Philosophy 118 (6): 298–319], along with an empirical study in Viebahn et al. [2021. “Can a Question be a lie? An Empirical Investigation.” Ergo 8 (7): 175–217], has recently argued that one can lie with presuppositions, and therefore one can assert that p by presupposing that p. The latter conclusion is a rejection of a cornerstone of modern philosophy of language and linguistics, and as such we should require strong reasons for accepting it. I argue here that the reasons for thinking that presuppositions can be lies are too weak to motivate giving up either the view that lies are assertions or the traditional distinction between presuppositions and assertions. [ABSTRACT FROM AUTHOR]

The adoption of blockchain technology is gaining trends, leading to the need for investigations into the reasons that persuade the intention to adopt it by companies. However, empirical studies in the tourism industry are still scarce. This investigation aims to design a new adoption model that combines Human-Organisation-Technology-Fit (HOT-fit), Technology-Organisation-Environment (TOE) and sustainability dimensions. The model is validated using new empirical evidence in a relatively understudied geographic context, with a sample of 210 Portuguese tourism companies. The information was examined utilising Partial Least Squares Structural Equation Modelling (PLS-SEM). The outcomes indicate that reasons such as sustainability and competition intensity significantly impact the objective to adopt blockchain. The work provides practical implications for businesses, governments and society. Additionally, this paper offers a pioneering study of blockchain adoption by tourism companies in Portugal, which may help future researchers extend their study of this field to other sectors and regions. [ABSTRACT FROM AUTHOR]

While prior scholarship has theorised on how to incorporate decolonisation in curriculum and pedagogy, there is limited empirical work on how students experience this initiative. With a goal to provide a more diverse and inclusive educational experience, this paper explores ten undergraduate students' perceptions of their learning in a revised chemical engineering course project designed from a decolonisation standpoint. A thematic analysis of student interviews highlighted a generally positive response to the decolonisation initiative. Specifically, students felt that situating the project in the local context increased access to learning through increased relevance and helped them develop critical awareness about the impact of engineering work. Moreover, a community-driven project design allowed students to pay attention to the power dynamics between engineers and the community. However, there were struggles noted in terms of finding appropriate resources to execute a small-scale project and effectively participating in learning due to background-related linguistic and technical challenges. [ABSTRACT FROM AUTHOR]

This paper constructs a risk reduction model based on signalling theory to investigate how the platform- and user-oriented signals affect perceived risks, which in turn affect users' actual engagement and purchase behaviours in social commerce. The moderating effects of perceived effectiveness of social commerce institutional mechanisms (PESIM) on the relationships between signals and perceived risks are also considered. Longitudinal data from 226 users of Xiaohongshu were collected to test the proposed hypotheses. We identify signals oriented from platforms and users significantly influence users' perceptions of commerce and participation risks. We also demonstrate that commerce and participation risks influence users' actual engagement and purchase behaviours, respectively. Furthermore, we also verify that PESIM negatively moderates the relationship between signals and perceived risk. [ABSTRACT FROM AUTHOR]

The dialogic teaching approach has been studied widely, both empirically and theoretically. However, despite four decades of research suggesting that dialogical interactions promote student learning, it has been very difficult to reflect this in practice. Teachers' professional development programmes oriented towards promoting dialogical pedagogies have been based on sociocultural approaches centred on teachers' reflective analysis of classroom practices. Studies show that reflecting on pedagogical practices is necessary but insufficient to promote the desired changes. Beyond reflection, initiatives centred on scaffolding the practice with dialogic discursive repertoires have seen more successful results. This suggests that centring on the practice seems to be fundamental to change. Nevertheless, the theoretical basis has not been elaborated further to understand why centring on the direct scaffolding of practice would promote teachers' learning and pedagogical practice transformation. In order to account for the available empirical evidence, drawing on the works of Bakhtin and Vygotsky, the aim of this paper is to elaborate on a dialogical theory of teacher learning. Using this theoretical approach, different theoretical views of learning, teacher professional development programmes and the main tensions therein are discussed. [ABSTRACT FROM AUTHOR]

Drawing upon empirical research conducted in Patras in 2015, this paper investigates the multiplicity of visible and invisible practices migrants have employed to challenge, negotiate, or evade the pervasive border regime and (attempt to) claim their freedom of settlement and movement. The paper will make two interrelated contributions. Theoretically, it will critically explore the concepts of 'acts of citizenship' and 'imperceptible politics' through the lens of visibility to analyse the nuances and differences between them and reinstate their importance in capturing the vitality of migrants' agency. Empirically, the paper will investigate the interplay of visibility and invisibility both in the development of the European and national border regimes and in the fragmented formation process of a migrant political subjectivity. In capturing and analysing the ever-changing development of migrants' movements and struggles, as well as their multiple ways of being political through visibility and invisibility within, beyond, and after citizenship, the paper contributes to the ongoing dialogue between two broader bodies of work: Critical Citizenship Studies and Autonomy of Migration. [ABSTRACT FROM AUTHOR]

This article considers cultural probes as an experimental qualitative method in promoting collaborative and prefigurative participation in research. While the extant literature tends to frame cultural probes either as the discounted ethnographic tool or the means to gather design inspiration, such a framing also results in an irreconcilable methodological and conceptual dichotomy. Seeking to overcome this binary, this paper draws inspiration from Michel de Certeau's concept of "poaching" to contemplate how cultural probes may elicit and provoke both inspirational and analytical data. Through an empirical study of the everyday waste practices of 10 young university students in Hong Kong, this study discusses the rationale of different cultural probes designs and participants' experience in completing the probes. This paper argues that the cultural probes may offer a speculative and creative qualitative inquiry to cultivate one's "attentiveness", generate "politics of reconfiguration", and make sense of "uncertainty" in knowledge production. [ABSTRACT FROM AUTHOR]

In recent years, the emerging trend of mobile learning (hereinafter "m-learning") has obtained increasing attention from educators and higher popularity among students worldwide. Partly due to its short history, there seems to be a lack of comprehensive and in-depth understanding on the distinctiveness of m-learning. It is maintained in this paper that m-learning should be described and researched in three intertwined aspects: the mobility of devices, learners and materials. The multi-faceted mobility may help achieve highly portable and genuinely personal learning, which distinguishes m-learning from other forms of technology-enhanced education. This paper also reports an empirical study on m-learning for academic English. With a total of 60 participants (and six in the pilot study) over three progressive phases, the data obtained from mixed methods of automatic logging, questionnaire and interview were used to assess multidimensional learner engagement in the self-directed process of m-learning. The triangulated data can reflect and highlight some known features of m-learning, and they may also imply learners' expectations towards m-learning. Based on the literature review and data analysis, this paper aims to contribute to the (re)conceptualisation of "m-learning" and also provide some technical and pedagogical implications on future and further development of m-learning. [ABSTRACT FROM AUTHOR]

Environmental scaffolding refers to the ways in which agents make use of features of the environment to augment and enhance their cognitive behavior. Recent discussion on the notion of affective scaffolding extends this perspective to investigate how agents’ affective states are supported by environmental scaffolds. This paper builds on such discussion by exploring how elements of nature, such as forests, oceans, and gardens, function as affective scaffolds. Empirical research demonstrates that the presence of natural elements has a positive impact on health and wellbeing, as well as a modulatory effect on stress response mechanisms. I argue that there are specific characteristics to these types of scaffolds which can be surveyed to shed philosophical light on this research. I suggest that natural environments scaffold our affective lives by enabling, enhancing, and promoting a specific bodily affective profile characterized by restorativeness and immersion attentiveness. An analysis of this scaffolding can aid in understanding the relationship between nature and affect, in turn identifying a new application for the scaffolded mind framework. [ABSTRACT FROM AUTHOR]

This paper provides a new perspective for robust estimation and inference methods based on Huber regression. An efficient distributed learning with sparsity is proposed, in which the observations are randomly divided among different machines. We modify the proximal alternating direction method of multiplies (ADMM) algorithm to calculate the sparse penalized Huber regression. The convergence property of the algorithm is established. Computationally, our proposed approach requires only a central machine to solve a SCAD or adaptive lasso penalized M-estimation problem, and other node machines to calculate gradients based on local datasets. In terms of communication, the estimation error of our method decreases to that of the centralized method in several rounds of communication. Simulation studies are conducted to evaluate the finite-sample performance of our proposed method. The empirical study shows that our method has good practicability in the practice of a Communities and Crime analysis. [ABSTRACT FROM AUTHOR]

This paper analyzes the future of education, especially the future changes in education and the people that will occupy the field. What kind of people are we educating for the future? To answer this question, I will analyze the Deleuzo-Guattarian concept of people-yet-to-come by taking into account the new perception and explanation of time and space as well as the context of the Anthropocene. In the empirical part, interviews with experts from non-educational fields are used to discuss time and space in education. Statements about the new features of people in the future reveal the picture of the future of education in the eyes of the experts and its correspondence to theoretical considerations and prognoses. [ABSTRACT FROM AUTHOR]

In this paper, we set out to examine children's voices on inclusion through a systematic review of empirical studies carried out in Cyprus over the past 20 years. Specifically, it focuses on research related to this field and investigates the ways in which these studies illustrate the importance of children's perspectives as a means for promoting inclusion and challenging segregational practices. The aim of such analysis is to bring to the surface the diverse ways and methodological tools in which children may be actively involved and have their voices heard. Moreover, our analysis seeks to point out the major issues raised by children with regards to areas of concern or suggestions for inclusion. In this context, the originality of this study lies in integrating findings and perspectives from the available empirical studies as well as in synthesising research findings to depict evidence on a meta-level and reveal areas in which more research is needed and to sum up suggestions for further policy-making. [ABSTRACT FROM AUTHOR]

Asian cities have promoted TOD to increase MRT use and decrease private vehicle use. A crucial factor in achieving this goal is improving the pedestrian environment, which can increase people's willingness to walk to MRT stations. This paper analyses how Asian cities have improved the pedestrian environment around MRT stations and the factors influencing walking willingness by reviewing literature and taking Taipei as the empirical area. The results demonstrated that reducing obstacles in pedestrian space, evening the pavement, using transparent window displays in stores along the pavement, and constructing rain shelters can increase people's willingness to walk. The simulations of improved environments can provide references for countries improving the pedestrian environment. The contribution and innovation are to point out the differences in the motivation and goals of TOD in Asian and Western cities and propose improvements to increase people's willingness to walk to achieve TOD's goals. [ABSTRACT FROM AUTHOR]

Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child's unaided AAC can be challenging. This study draws on excerpts of video recordings of interactions in a classroom for 6–9-year-old children who used AAC to explore how three child participants used the range of multimodal resources available to them – vocal, movement-based, and gestural, technological, temporal – to shape (and to some degree, co-control) classroom interactions. Our research was concerned with examining achievements and problems in establishing a sense of common ground and the realization of child agency. Through detailed multimodal analysis, this paper renders visible different types of practices rejecting a request for clarification, drawing new parties into a conversation, disrupting whole-class teacher talk-through which the children in the study voiced themselves in persuasive ways. It concludes by suggesting that multimodal accounts paint a more nuanced picture of children's resourcefulness and conversational asymmetry that highlights children's agency amidst material, semiotic, and institutional constraints. [ABSTRACT FROM AUTHOR]

This paper, conceptual but with empirical support, fills in some blanks in Vygotsky's reworking of Spinoza's Ethics. Here Vygotsky sought to develop a developmental theory of emotions that would fit his developmental theory of higher psychological functions; that is, one which used function to explain how structure changes (much as Darwin had already done) and used social and cultural history to explain how functions change (much as Halliday would later do). We propose three ways – roughly, the structural, the functional, and the developmental – to continue Vygotsky's unfinished 'The Teaching about Emotions', which we illustrate with instances from classroom data. Using the systemic-functional approach of Halliday, we show how language development provides an answer to the Cartesian dualism that has divided thinking from feeling, how objective logical and experiential meanings emerge from emotionally colored and interpersonal ones, and how the study of speech can bypass the 'theory of mind' problems that have long bedevilled child development studies. Each step draws support from a teaching log of first year elementary students in South Korea maintained by one of the authors, and each step suggests a different kind of classroom talk. [ABSTRACT FROM AUTHOR]

Drawing on empirical research this paper explores how gendered discourses position emotions and emotion practices in social work environments characterised as 'macho'. It highlights the intersection of traditional emotion-reason dualism and gendered constructions of emotions with dominant hegemonic organisational and professional norms. This ethnographic study in an English Children's Service explored how emotions were understood and used in practice. It identified essentialist negative beliefs and a paradoxical positioning of practitioners' emotions alongside their constructive use. Problematic perceptions of professionalism fed into notions of conformity, heroism and transgression, devaluing engagement in agile emotion practices which underpin relationship-based systemic practice. Institutionalised dynamics created scope for differential impacts given practitioners' status and social locations such as, gender, race, age, sexuality or status. These findings contribute new knowledge, relevant to humane social work, professionalism and workforce retention. [ABSTRACT FROM AUTHOR]

The term 'governance' is one of the most widely applied concepts in education policy and research. Yet its meaning has changed over space and time both analytically and normatively. This history is a complicated one marked by both shifts and continuations in the politics of language and the development of unique intellectual histories and conceptual and empirical turns in the field of education. In this paper we systematically delineate the different meanings ascribed to governance within education with a focus on its polyvalence as a political project, empirical object and research analytic. Specifically, we highlight the various complementarities and tensions flowing from this rich and evolving language. We conclude by calling for more education researchers to reflect on this complicated history and attendant language as part of their framings and interpretations of governance. [ABSTRACT FROM AUTHOR]

In this paper we examine and critique adaptive management (AM) practices for protected areas (PAs), in pursuit of practices that can account for more-than-human relations. Engaging with empirical research from Australian PAs, we reflect on the formation of PAs as "exceptional places" where Nature is implicitly/explicitly to be controlled. We find that AM practices harness the spatial and temporal characteristics of the PAs to deliberatively construct a static and timeless scene, creating a particular vision of Nature. This metaphoric vision is captured "like a postcard." It reinforces and justifies static protectionism as Nature conservation, arraigning a series of material objects that are meant to assist with maintaining that image: that "reality." Using sentipensar as an exemplar, we explore and highlight relational and everchanging human-nonhuman engagements to contest the ontological dimensions of a static Nature and ideas of control and power associated with the binaries of Nature and culture. [ABSTRACT FROM AUTHOR]

In this paper, we develop theory and tools for studying U-processes, a natural higher-order generalization of the empirical processes. We introduce a class of random discrete U-measures that generalize the empirical U-measure. We establish a Glivenko-Cantelli and a Donsker theorem under conditions on entropy numbers prevalent in the theory of empirical processes. These results are proved under some standard structural conditions on the Vapnik-Chervonenkis classes of functions and some mild conditions on the model. The uniform limit theorems discussed in this paper are key tools for many further developments involving empirical process techniques. Our results are applied to prove the asymptotic normality of Liu's simplicial median. We conclude this paper by extending Anscombe's central limit theorem to encompass randomly stopped U-processes, building upon its application to randomly stopped sums of independent random variables. [ABSTRACT FROM AUTHOR]

To achieve the goal of carbon reduction, China has been piloting the Carbon Emission Trading System (CETS) since 2013. As the economy faces a downward trend, it is significant to explore the impact of CETS on business development. There is still debate in academia about whether this policy can boost the level of business development. This paper, based on all A-share data of listed companies in China from 2009 to 2018, uses the Difference in Differences (DID) model to verify the impact of CETS on the input of capital and labor factors and the level of technology in enterprises and discusses the industry heterogeneity of this impact in detail. Placebo tests, propensity score matching, and triple differences ensure the robustness of the conclusions. In further research, this paper decomposes the policy effect of CETS. It regresses the impact of carbon quota prices and carbon market trading scale on business development. The final conclusion is that CETS has a positive impact on the input of capital and labor in enterprises and a negative impact on the level of technology. After distinguishing industries, this conclusion shows differences according to different characteristics of high emissions and low emissions. In addition, the increase in carbon quota prices hinders business development, while the scale of carbon market trading shows an inverted "U" relationship with business development. The article provides meaningful policy references for China and countries in the early stages of CETS construction. [ABSTRACT FROM AUTHOR]

To uncover and analyze conceptualizations of cross-institutional collaboration in engineering education, a systematic review study was conducted, identifying commonalities in frameworks, assessments and evaluations, and challenges across prior studies. 74 papers were reviewed, revealing study descriptors, theoretically applied frameworks, outcomes of assessments and evaluations, and common challenges. The findings indicate that the concept of cross-institutional collaboration in engineering education is region-specific, with papers most frequently originating from the US. The outcomes identified also highlight the difficulty in establishing clarity among outcomes based on assessments and evaluations, since the majority of the reviewed papers do not include empirical data gathered outside the collaborative activities. The structural and personal challenges and barriers found underline the need for more efforts to ensure successful collaboration with and across engineering education. Finally, designing, delivering, and sustaining collaboration require further attention from decision-makers in engineering education to address and facilitate collaboration between academic staff and students across institutions. [ABSTRACT FROM AUTHOR]

In recent years, the number of studies examining resilience in relation to mathematics teaching/learning (or mathematical resilience, according to some), increased significantly. This paper is a systematic review of 78 studies published between 2010 and 2021, and investigates (a) conceptualisations of mathematical resilience, (b) demographic characteristics of participants in the papers identified, and (c) factors that influence the development of mathematical resilience. Our analysis indicates that mathematical resilience is conceptualised in two ways: as the coexistence of disadvantage and high mathematical performance; and, as part of one's mathematical identity. Participants in related studies belong to one of the following categories: disadvantaged pupils; "typical" pupils; disadvantaged university STEM students; "typical" university students; prospective teachers; in-service teachers. Mathematical resilience is found to be influenced by both psychological and social/environmental factors. Finally, we discuss implications and how the field can move forward. [ABSTRACT FROM AUTHOR]

This paper draws on findings from a wider project examining 'relational pedagogies' within Australian secondary schools. The paper considers the growing use of the 'relationships' concept as a descriptor of specific teaching practices. Normative descriptions of 'relationships' (and concordant descriptions of relational pedagogies) can be at odds with the empirical realities inherent to classroom practice. This paper suggests that accounts of the relational should consider the 'context' and the 'immediacy' of the relationships made possible in classroom settings. Arguing that designations of relational pedagogy require (i) consideration of the 'empirical realities' that contextualise pedagogical encounters and (ii) reflexive appraisals of teacher and student positionality, this paper draws on descriptions of relational pedagogy offered by a group of teacher–participants to illustrate the various ways that the 'relationships' concept gains form. The analysis outlined in this paper demonstrates that teachers define and enact relational pedagogies in idiosyncratic ways within their classrooms, rendering normative apriori conceptualisations of the 'relationships' concept incomplete and prone to irrelevance. [ABSTRACT FROM AUTHOR]

In this paper, based on an invited keynote given at the 2022 Colloquium of the Society for Educational Studies, I explore the question of the integrity of educational studies. I ask is whether educational studies in their current configuration are able to offer resistance to the instrumentalisation of education and the push towards empirical research that is only interested in finding out what works, but is unable to engage with this question in a properly educational way. Through a reconstruction of the history of educational studies in the English-speaking world, I show how educational studies are predominantly configured as an 'applied field'. The problem with this configuration is that educational studies lack the resources for generating educational questions about and an educational perspective on education. I show why this is a problem, also in relation to ongoing misunderstandings and misrepresentations of education. In the final part of the paper I outline two approaches, one focusing on educational concepts and one highlighting the unique and distinctive form of education, that may help to build a stronger identity for educational studies. I see this as a major challenge for the future of educational studies in the English-speaking world. [ABSTRACT FROM AUTHOR]

This paper examines the current crisis in education research and how we might confront it. It begins by arguing that the 'coming crisis' facing empirical sociology identified by Savage and Burrows (2007) applies equally – if not more so – to empirical education research. Education researchers can no longer lay claim to specialist expertise in the analysis of social institutions and our 'tools of the trade' are increasingly unviable. These developments are compounded by the dominance of the 'cultural turn' within British education research which has made it difficult for education researchers to develop a cumulative evidence base, leading to a lack of traction with policymakers and a privileging of cultural inequalities in education over economic inequalities. The paper discusses how the education research community might respond to the challenges and considers whether we might do worse than follow the suggestion offered to sociologists that they should take 'a descriptive turn'. Taking such a turn will not be easy, but the alternative may be that education research in the UK will be even more marginalised as it becomes increasingly out-of-step with the developments in data, evidence and analysis being fostered outside the academy. [ABSTRACT FROM AUTHOR]

This paper empirically examines whether former international students, i.e., global graduates, are more likely to be 'liquid migrants' than those who hold higher education degrees from home and the factors which enable or inhibit transnational mobility among global graduates. Based on an analysis of a subsample from a large-scale web survey of Latvian migrants, this paper finds that highly-skilled Latvian and global graduates represent two different groups of migrants. On the one hand Latvian graduates appear to migrate due to employment or family reasons and seek stability when doing so, corresponding more closely to the profile of sedentary migrants. Former international students from Latvia, on the other hand, are more likely to explore different destinations, even though most of them have lived in no more than two countries, excluding their country of origin. Global graduates who are older, male, hold a doctoral degree, are more recent emigrants, and live outside Europe and the US, are more likely to engage in a 'liquid migration' lifestyle. The empirical analysis and findings in this paper suggest alignment with the conceptualisation of 'liquid migration.' [ABSTRACT FROM AUTHOR]

The mean absolute deviation (MAD) is a direct measure of the dispersion of a random variable about its mean. In this paper, the empirical likelihood (EL) and the adjusted EL methods for the MAD are proposed. The Bayesian empirical likelihood, the Bayesian adjusted empirical likelihood, the Bayesian jackknife empirical likelihood and the Bayesian adjusted jackknife empirical likelihood methods are used to construct credible intervals for the MAD. Simulation results show that the proposed EL method performs better than the JEL in Zhao et al. [Jackknife empirical likelihood inference for the mean absolute deviation. Comput Stat Data Anal. 2015;91:92–101], and the proper prior information improves coverage rates of confidence/credible intervals. Two real datasets are used to illustrate the new procedures. [ABSTRACT FROM AUTHOR]

In this paper I present my methodological approach to researching the sex practices of trans people developed during my PhD project How we Fuck. Using my body as both a fertile site of knowledge production (Bain and Nash, 2006), and an instrument for intimate analysis, I articulate an approach to 'intimacy-as-method' within an assemblage framework (Deleuze and Guattari, 1987) to provide new ways of engaging in empirical sex research. Intimacy-as-method draws attention to how senses, bodies, affects, human and more-than-human agents ('things') coalesce to produce both trans sex, and trans sex research(ers) (Fox and Alldred, 2015). If ontologically unstable 'things' gain their stability by assembling relationally, then how can we create the conditions that liberate both trans sex from dominant narratives of suffering, and (trans) sex research from its conventions of squeamishness? I argue that considering the dynamic and mutable ways in which trans sex (and trans sex research) is produced expands the capacities and limitations of what trans bodies can 'do', making space for novel assemblages, new embodied knowledges, and expansive possibilities of How we Fuck. [ABSTRACT FROM AUTHOR]