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Harassment and abuse represent a pervasive and critical problem in sport with far-reaching consequences. Survivors' testimonials underscore the profound and enduring impact of these experiences at individual, interpersonal, organizational and community level. Many of their stories reveal painful inaction from responsible adults in the sport organization, aggravating the harm. Other contributing factors to the harm inflicted include a culture of silence, lack of knowledge and understanding of what constitutes abuse, unawareness of reporting and supporting mechanisms, and fear of potential consequences. While effective bystander interventions have been developed outside the sport context, particularly targeting students in higher education, such initiatives have yet to be extensively adapted and assessed within the sport context. To address this gap, the Safe Sport Allies Erasmus+ collaborative partnership relied on the intervention mapping approach as a guiding framework to systematically develop a bystander training program (i.e., Safe Sport Allies) to train youth sport participants and youth sport coaches to act as effective bystanders. The current paper describes the comprehensive development process and provides an overview of implementation and evaluation possibilities. Throughout the paper, it is explained how each step of the Intervention Mapping approach shaped the Safe Sport Allies bystander training program. The program development, and the developed plans for implementation and evaluation are presented, shedding light on challenges encountered. The bystander training program developed in this paper and the implementation and evaluation plans can serve as an outline to build future interventions within this critical domain of safeguarding in sport. [ABSTRACT FROM AUTHOR]

This paper explores the evolving concept of theatrical inquiry, tracing its origins, early applications, and its notable resurgence in recent years as a dynamic methodology for probing into learning spaces. Amidst the evolving landscape of arts education, theatrical inquiry endures as a lens through which the contemporary role of drama and theatre can be re-evaluated and redefined. This exploration is set against the backdrop of an ongoing debate: the demarcation between theatre-making and drama as pedagogical tools. By scrutinising the utility of theatrical inquiry in fostering aesthetic understanding and awareness amongst students, this study positions itself at the intersection of Drama in Education and Applied Theatre. It seeks to unravel the complexities of using drama and theatre not just as mediums of artistic expression but as critical instruments that can enhance cognitive, emotional, social, and creative reflection. Through a comprehensive review of literature, this paper aims to shed light on the varied ways in which theatrical inquiry can enrich arts education. It contributes to the academic discourse by providing a timeline of the evolution of the term theatrical inquiry and offers practical insights for educators looking to incorporate these approaches into their teaching practices in the arts. [ABSTRACT FROM AUTHOR]

In this paper, we consider convolution operators, integral operators with weak singularity, Riesz potentials, in particular, those with kernels Ki (x, y) = xi−yi |x−y|n acting in special classes of Banach function spaces X (Ω) and their subspaces Xs (Ω)), and we prove some representation theorems for the functions from Banach-Sobolev spaces. We also prove the boundedness of Riesz potential in additive-invariant spaces. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well‐being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi‐sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview‐based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open‐mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences. [ABSTRACT FROM AUTHOR]

This paper reports on a collaboration between advocacy organisation, Sweltering Cities, artists and researchers who developed a multi-site research project that provided South West Sydney residents an opportunity to engage in drama and poetry workshops that gave voice to their lived experience of rising surface temperatures, as well as their desire for environmental protection and climate action. The research featured in this paper contributes to previous research that finds aesthetic modes of engagement to be powerful with regard to ecological awareness, capable of being a positive motivator of small shifts in thinking which are a precursor to climate action. [ABSTRACT FROM AUTHOR]

With the prevalence of deep learning and convolutional neural network (CNN), data augmentation is widely used for enriching training samples to gain model training improvement. Data augmentation is important when training samples are scarce. This work focuses on improving data augmentation for training an industrial steel surface defect classification network, where the performance is largely depending on the availability of high-quality training samples. It is very difficult to find a sufficiently large dataset for this application in real-world settings. When it comes to synthetic data augmentation, the performance is often degraded by incorrect class labels, and a large effort is required to generate high-quality samples. This paper introduces a novel off-line pre-augmentation network (PreAugNet) which acts as a class boundary classifier that can effectively screen the quality of the augmented samples and improve image augmentation. This PreAugNet can generate augmented samples and update decision boundaries via an independent support vector machine (SVM) classifier. New samples are automatically distributed and combined with the original data for training the target network. The experiments show that these new augmentation samples can improve classification without changing the target network architecture. The proposed method for steel surface defect inspection is evaluated on three real-world datasets: AOI steel defect dataset, MT, and NEU datasets. PreAugNet significantly increases the accuracy by 3.3% (AOI dataset), 6.25% (MT dataset) and 2.1% (NEU dataset), respectively. [ABSTRACT FROM AUTHOR]

This paper reports on a study that explores how artists might best support very young children's engagement in integrated arts performances. It aims to contribute to a better understanding of the ways in which artists work with very young children in performing arts spaces. The study was designed to intimately examine a work with and for a very young audience. Through a combination of reflective narrative and analytic discussion, this paper will demonstrate how a collective of teaching artists supported very young children's engagement by positioning them as co-constructors of artistic experience. [ABSTRACT FROM AUTHOR]

Recently, actor-critic architectures such as deep deterministic policy gradient (DDPG) are able to understand higher-level concepts for searching rich reward, and generate complex actions in continuous action space, and widely used in practical applications. However, when action space is limited and has dynamic hard margins, training DDPG can be problematic and inefficiency. Since real-world actuators always have margins and interferences, after initialization, the actor network is likely to be stuck at a local optimal point on action space margin: actor gradient orients to the outside of action space but actuators stop at the margin. If the hard margins are complex, dynamic and unknown to the DDPG agent, it is unable to use penalty functions to recover from local optimum. If we enlarge the random process for local exploration, the training could be in potential risk of failure. Therefore, simply relying on gradient of critic network to train the actor network is not a robust method in real environment. To solve this problem, in this paper we modify DDPG to deep comparative policy (DCP). Rather than leveraging critic-to-actor gradient, the core training process of DCP is regulated by a T-fold compare among random proposed adjacent actions. The performance of DDPG, DCP and related algorithms are tested and compared in two experiments. Our results show that, DCP is effective, efficient and qualified to perform all tasks that DDPG can perform. More importantly, DCP is less likely to be influenced by the action space margins, DCP can provide more safety in avoiding training failure and local optimum, and gain more robustness in applications with dynamic hard margins in the action space. Another advantage is that, complex penalty for margin touching detection is not required, the reward function can always be brief and short. [ABSTRACT FROM AUTHOR]

Acting as an art has been abused and misused by some amateurs and non-professionals who see acting as an art that deserves no formal training, hence they rush into it and by implication exhibit poor role interpretation. This paper therefore presents the problem of poor role interpretation as it concerns film making in Nigeria. It made use of the content analysis approach of the qualitative research method in explicating the problem of poor acting and how it has persecuted the quality of production content of Nigerian films. It went further to stress the importance of constant and formal training towards the realization of a believable character. It suggests that there is need for all talented actors to be exposed to trainings and capacity development programs that will refine their raw talent. [ABSTRACT FROM AUTHOR]

This paper is concerned with a parabolic evolution equation of the form A(ut)+B(u)=f$A(u_t) + B(u) = f$, settled in a smooth bounded domain of Rd$\mathbb {R}^d$, d≥1$d\ge 1$, and complemented with the initial conditions and with (for simplicity) homogeneous Dirichlet boundary conditions. Here, −B$-B$ stands for a diffusion operator, possibly nonlinear, which may range in a very wide class, including the Laplacian, the m$m$‐Laplacian for suitable m∈(1,∞)$m\in (1,\infty)$, the "variable‐exponent" m(x)$m(x)$‐Laplacian, or even some fractional order operators. The operator A$A$ is assumed to be in the form [A(v)](x,t)=α(x,v(x,t))$[A(v)](x,t)=\alpha (x,v(x,t))$ with α$\alpha$ being measurable in x$x$ and maximal monotone in v$v$. The main results are devoted to proving existence of weak solutions for a wide class of functions α$\alpha$ that extends the setting considered in previous results related to the variable exponent case where α(x,v)=|v(x)|p(x)−2v(x)$\alpha (x,v)=|v(x)|^{p(x)-2}v(x)$. To this end, a theory of subdifferential operators will be established in Musielak–Orlicz spaces satisfying structure conditions of the so‐called Δ2$\Delta _2$‐type, and a framework for approximating maximal monotone operators acting in that class of spaces will also be developed. Such a theory is then applied to provide an existence result for a specific equation, but it may have an independent interest in itself. Finally, the existence result is illustrated by presenting a number of specific equations (and, correspondingly, of operators A$A$, B$B$) to which the result can be applied. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to study how pre-analysis affects drama-based art programme in South Korea to reach the drama educational goals. In the cognitive, psychodynamic(functional), and affective parts, the learner's analysis has been analysed through questionnaires, the learner's situation, and the lesson plan. Also, through the pre-meeting detailed analysis was made such as the learner's ability and if any children children who required special education. Through the preliminary analysis, it showed that nervousness, prejudice, and burden of students who taking the drama-based art class for the first time are alleviated. It is customised drama-based art education that helps learners' needs in advance of the lesson. [ABSTRACT FROM AUTHOR]

The Story Makers Press is a university-based publisher who focus on making and publishing hybrid stories with children who are under-represented in literature. This article explores the embodied drama processes used in the co-creation of our third book called 'Zalfa Emir is Warrior' with eighteen 10–11-year-old girls from second generation Pakistani heritage. Utilising practitioner inquiry, the paper examines the ways in which the girls used Drama Worldbuilding as a form of counter storytelling and belonging. The project raises critical questions about the value of pedagogies which create 'brave spaces' to reflect the realities of our culturally diverse classrooms. [ABSTRACT FROM AUTHOR]

The Teichmüller space of closed Riemann surfaces of genus two is considered as a subset of \mathbb {R}^7. We present some mapping classes acting on the model of the Teichüller space and investigate its action especially on the extremal surfaces with respect to a certain metric. As a result we estimate the distance between two orbits of distinct extremal surfaces from above. [ABSTRACT FROM AUTHOR]

The European Union Animal Health Law (2016/429) emphasizes disease prevention, underpinned by livestock biosecurity, surveillance, and traceability, as key aspects to minimize the risk of animal diseases. An important element of biosecurity is the training of key actors involved in implementing it. However, their needs and expectations regarding this training are poorly known. Under the COST action BETTER (CA20103), a World Café was organized to identify the needs and expectations of biosecurity training for farmers, veterinary practitioners, veterinary students, and other actors. A total of 78 participants distributed in four groups participated in the World Café. Needs and expectations were identified and ranked in decreasing order of importance. For farmers, the most important aspects were training focusing on practical aspects, the planning of training sessions in the day to accommodate workload, the need to prepare multiple reminders of upcoming training, and the short duration of events. For veterinary practitioners, it was considered that a mixed approach, including a theoretical and a practical part where people are invited to create a biosecurity plan and a follow-up report, were the most important features of training. For veterinary students, creating a good knowledge of the main principles of biosecurity was found as an essential element of training. Regarding other actors, gaining an understanding in the spread of pathogens and the repercussions on the cost of animal products that diseases might have (consumers), training on good/best practices of cleaning and disinfection and the development of clear protocols (transporters), and a mixture of formal and informal training and training on communication skills (other actors) were considered important. The World Café was a useful method to have a first identification, discussion, and differentiation on livestock biosecurity training needs and expectations of the key actors, although additional follow-up research involving more participants from more diverse countries with different coverage of cultures and education would be beneficial. These needs and expectations are relevant and should be considered when designing new training courses. [ABSTRACT FROM AUTHOR]

Australian education policies increasingly value equity and diversity, but these policies are not necessarily implicitly supported through curriculum. This study explores the hidden curriculum in senior school Drama and Theatre Studies in the state of Victoria, through an equity audit of texts prescribed through each subject's playlists, solos, and monologues between 2001/2002 and 2019. Data were collected and analysed on the ethnicities and genders of playwrights and creators, as well as the playlists' theatre companies and theatres. The findings show that both Drama and Theatre Studies, but particularly Theatre Studies, significantly underrepresent women and culturally diverse playwrights and creators. Opportunities for change can be seen in the Drama playlists, which have achieved gender equity and are approaching equitable cultural diversity. I discuss these findings against four points of choice wherein key stakeholders might critically engage with issues of ethnicity and gender. [ABSTRACT FROM AUTHOR]