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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 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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

Being a graduate is no longer sufficient to secure a fulfilling and rewarding graduate role. This paper drew on Tomlinson's Graduate Capital Model to analyse the job-seeking narratives of recent computing graduates searching for a graduate job. Participants (n = 38), drawn from a national placement programme, were interviewed up to 12 months after they had graduated. Narrative interviews were analysed using the five graduate capitals of the Model, providing empirical evidence of the acquisition and application of graduate capitals, in particular through experiences of student work placements. The study found strong claims of human and cultural capital, arising from placement experience, while social and identity capital acquisition was found, but to a lesser extent. Fragile psychological and identity capitals were eroded by multiple unsuccessful job applications. This work empirically tested the Graduate Capital Model, contributing to understanding of capitals and their interplay. [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]

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]

To identify and describe the aims, methodological approaches, and major findings of studies on the use of STT among secondary pupils (age 12–18) with learning difficulties published from January 2000 to April 2022. This scoping review includes empirical studies published in peer-reviewed journals and grey literature between January 2000 and April 2022. Searches were conducted in April 2022 in three databases: ERIC, PsycINFO and Scopus. In addition, related reviews were manually screened for relevant papers. Eight peer-revied studies and five publications of grey literature were found to meet the inclusion criteria; two studies employed experimental designs, four employed quasi-experimental designs and seven employed explorative designs. Six studies described STT as an assistive technology (a compensatory aid for poor writing performance); two assessed STT as an instructional technology to determine whether it improves overall writing and related skills (e.g., reading). Results suggest that STT may increase pupils' abilities to produce texts with fewer errors, provide help with spelling and improve reading comprehension and word recognition. To date, there is a paucity of high-quality research on the use of STT among adolescents with LD. The scoping review shows that very little research has been conducted on the use of STT for adolescents with learning difficulties in secondary education. Findings from the studies identified five areas of interest: writing related skills, text assessment, writing processes, accuracy of the technology, and participants' experiences. Findings indicate that writing performance among students with learning difficulties improves when using STT. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. There is a great need for more robust research on the use of speech-to-text technology (STT) in educational settings, especially on its effect on writing skills Studies describe STT as either an assistive (a compensatory aid for poor writing performance) or instructional technology (aiming to improve learning in general). It is important that practitioners are aware of the different aims and possible consequences of introducing STT to learners with writing difficulties. STT provides both opportunities and challenges for writers with learning difficulties in secondary education. Findings indicate that writing performance among students with learning difficulties improves when using STT, yet inaccuracy of the technology was presented as one of the main challenges. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. [ABSTRACT FROM AUTHOR]

This study examines the academic definition of virtual museums and the factors determining whether South Korean art museums will offer virtual content. First, this paper collects definitions of virtual museums from previous studies and identifies the key attributes to then suggest a comprehensive definition. The final definition arrived upon is as follows: A museum built within a digital space with a collection of digitized objects, such as images, audio files, text-based documents, and using virtual reality to supplement, augment, and enrich the museum experience. Next, this study assesses the current digitalization level of South Korea's registered art museums and examines which museum attributes determine whether there is virtual content offered by the art museum. The research findings show that the number of museums with virtual content are quite limited. Additionally, the presence of collection information, the size of the collection, and the exhibition space's size all affect the presence of virtual content significantly. Considering these outcomes, this study suggests possible practical and policy measures to enhance the experience of immersive cultural heritage. [ABSTRACT FROM AUTHOR]

Compensated dating is a contestable phenomenon. While most academic and public discourses have paid considerable attentions to young girls who provide compensated dating, little is known about men who buy it. Drawing from 33 in-depth interviews with male clients of compensated dating in Hong Kong, this empirical study provides a qualitative analysis of their experiences. The findings show that compensated dating is not only a platform where men can fulfill their desires and fantasies of youthfulness, passionate sex, and emotional intimacy, but also a place where they can forge meaningful relationships. Compensated dating relationships are dynamic, fluid, and negotiable, which could transform from bounded commercial/counterfeit ones to unbounded/authentic ones. This paper concludes that compensated dating can be a cultural site that is as meaningful as in other noncommercial contexts. [ABSTRACT FROM AUTHOR]

In Ireland as elsewhere, the value of putting evidence and scientific advice at the centre of public policy-making, has rarely been more evident. The prominence of the science-policy interface has renewed interest in the prospects for evidence based policy (EBP) in education. Notwithstanding the political rhetoric around EBP in education, little is known about the nature and extent of research use in Irish education policy. This paper reports results from a survey of educational researchers in Ireland (n = 69) which involved them completing a survey based on a reliable measure of research utilisation. Results show a poor record in the reported uptake of educational research by policy-makers. Twenty-two independent variables were identified and tested for their association with reported levels of research use. Results indicate that eleven variables have a statistically significant correlation with research utilisation. Regression analysis indicates that four variables can significantly predict variance in the dependent variable (research utilisation) they are, researcher-policymaker collaboration; institutional affiliation of researcher; policy orientation of researcher; and researcher reputation (Adjusted R2 =.545, p <.001). Findings lend empirical support to the argument that many educational researchers in Ireland struggle to influence central policy and offers some explanatory insights. [ABSTRACT FROM AUTHOR]

This paper presents a reconsideration and more in-depth discussion part of some the findings of the Home Office funded Sibling Sexual Abuse (SSA) project (King-Hill et al, 2023). The focus of the paper on the role of family systems, especially dysfunctional family systems, in the sexual abuse. The research is based on 17 semi-structured interviews with survivors of SSA (n=17 female), which were thematically analysed. This resulted in the research team being able to identify 10 commonly identified markers of SSA and family dysfunction. The 10 markers highlight that the family structure, systems, processes, and functionality all contribute to the conditions that enable Sibling Sexual Abuse to occur. The paper goes on to discuss the importance of understanding family systems, ACE's, and trauma in preventing and responding to Sibling Sexual Abuse. The paper concludes that the family system is a key player in Sibling Sexual Abuse and needs to be considered in prevention and treatment as the child who id harmed and the child that harms. The impact of this paper is both clinical and professional. It provides insights into the role of family systems in sibling sexual abuse cases and by result feeds into discussions around the effective prevention of and response to this form of sexual abuse. [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 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]

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]

Empirical research on effective assessment feedback often falls short in demonstrating not just what works, but how and why. In this introduction to the special issue, 'Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback,' we first synthesize the recommendations from review papers on the topic of feedback published since 2010. In multiple respects this synthesis points to a clear wish among feedback researchers: for feedback research to become more scientific. Here we endorse that view, and propose a framework of research questions that a psychological science of feedback might seek to answer. Yet we—and the authors of the diverse papers in this special issue—also illustrate a wealth of scientific research and methods, and rigorous psychological theory, that already exist to inform understanding of effective feedback. One barrier to scientific progress is that this research and theory is heavily fragmented across disciplinary 'silos'. The papers in this special issue, which represent disparate traditions of psychological research, provide complementary insights into the problems that rigorous feedback research must surmount. We argue that a cohesive psychological science of feedback requires better dialogue between the diverse subfields, and greater use of psychological methods, measures, and theories for informing evidence-based practice. [ABSTRACT FROM AUTHOR]

This paper picks up and elaborates on the conception of policy translators in schools – key actors in the enactment of policy. The qualitative data presented here highlight how it is often middle leaders doing high-profile policy work in schools, turning ideas into actions and bringing policy to life. As translators, they organise, manage, lead, plan, produce, inspire, persuade, and appease, and in doing so they translate policy into practice and make it a collective effort. At the same time, they are often overloaded and inundated. In focusing on middle leaders as policy translators, this research makes several important contributions to scholarship: empirical data is provided to support and expand on policy enactment theory, the limited research base on middle leadership is developed, and understandings of how school self-evaluation plays out in schools are strengthened. Thus, it is envisaged that this paper will not only be of interest and of use to researchers and policymakers concerned with policy, evaluation, and leadership but to practising teachers and school leaders attempting to make sense of their own experiences at the coalface. [ABSTRACT FROM AUTHOR]

Applying a Markov switching model (MSM) to Las Vegas and Macao, this paper decomposes their business cycles of the casino hospitality industry into high and low growth states (HGS, LGS). Compared with Las Vegas, casino gaming in Macao is more volatile due to larger ups and downs in tourism flows, with HGS being far higher and LGS being much lower. Gaming hospitality in both travel destinations has a strong tendency to stay in HGS, but a low chance of recovering from LGS. While the two cities' hospitality cycles are desirably asymmetric, Las Vegas's cycle seems more favorable than Macao's. Furthermore, in this paper, MSM is incorporated into a structural regression to identify determinants of hospitality cycles and generate policy implications useful for decision-making. It is observed that local hospitality cycles are affected by external business cycles and other demand- or supply-side factors. It is necessary for Las Vegas to strengthen promotional marketing and for Macao to pursue industrial diversification. [ABSTRACT FROM AUTHOR]

Building upon two previously published research papers exploring Canadian media reporting of childhood in the first wave of the pandemic, this paper investigates how constructions of childhood evolved from the first wave to the fourth wave of the pandemic. This qualitative research is guided by the central research question: Over the span of 2 years, from 2020 to 2022, what changes are evident in discourses reported within media focused on the impact of the COVID-19 global pandemic on Canadians under the age of 18 years? Findings from this study suggest that in the fourth wave young people were constructed as innocent victims of pandemic restrictions framed through an adult-centric lens; noticeably absent were representations of young people under the age of 18 in their voices. A key recommendation emerged from this study: any future research investigating the impact of the pandemic on young people under aged 18 years must include their full participation. [ABSTRACT FROM AUTHOR]

Global research on menstruation has, in recent years intensified interventions aimed at liberating conversations about menstruation out of obscurity and paving way for the achievement of menstrual equity in low and middle-income countries (LMIC) especially. This field of study has informed key policy decisions globally, it has ramped up advocacy campaigns and interventions and has also shaped new social norms and narratives about menstruation. However, unlike research conducted in other parts of the Global South, qualitative research in South Africa has been somewhat hesitant in providing detailed, empirical, transdisciplinary and contextually nuanced commentary about the socio-cultural contexts within which individuals experience and navigate menstruation locally. As such, much of this work has followed the global trend of focus on the affinity between menstruation and schooling among adolescents and while this has underscored seminal interventions, policy reform and advocacy, it has also created significant blind spots in reporting on the broader societal landscape of menstrual experiences for individuals beyond the schooling environment. This paper traces social research conducted in South Africa and describes how experiences of menstruation are shaped by different aspects of individuals' social context. [ABSTRACT FROM AUTHOR]

The scoping review provides insight into the empirical evidence on the effects of disability-related services, health promotion, testing accommodations, social and academic integration on academic success of students with disabilities in higher education. A systematic literature search was conducted in EBSCO, ERIC, PsycINFO, MEDLINE, Sociological Abstracts, Cochrane Library, and LIVIVO. Empirical studies published between 2008 and 2022, in English and German language, were included. In summary, 46 studies met the inclusion criteria. The results were categorised into four intervention groups and catalogued through a system of categories. The paper demonstrates contrasting effects of the interventions on academic success. The qualitative studies showed that students evaluated the interventions as important for adaption on campus and academic success. However, quantitative studies lacked from sufficient sample sizes and causal relationships of the variables could not be established. The interventions of disability-related services, and testing accommodations did rarely show statistically significant effects on academic success. Health promotion, and social and academic integration showed significant effects of the interventions on success outcomes. The findings of this study have practical implications for university's staff and disability services, helping to promote the academic success of students with disabilities. [ABSTRACT FROM AUTHOR]

One worrying aspect of contemporary Western Society is the increasing prevalence of instances of 'Science Denial' in popular culture. Examples include both cases where well-attested scientific hypotheses are rejected and conversely, where scientifically discredited ideas are stubbornly retained. The paper raises the question whether the kind of argument for an anti-realist conception of empirical scientific theory considered in my contribution to the inaugural issue of this journal could in principle provide intellectual succour for these trends. The discussion proceeds through an examination of the role of 'takings for granted' in all reflective enquiry to the conclusion that a trusting acceptance of the general credibility of informants is a precondition for the exercise of individual epistemic responsibility, and that in that context an acceptance of at least the empirical adequacy, if not the truth, realistically understood, of the teachings of scientists in general is rationally non-optional. [ABSTRACT FROM AUTHOR]