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We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d'Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child's age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.

We study a five-species cyclic system wherein individuals of one species strategically adapt their movements to enhance their performance in the spatial rock-paper-scissors game. Environmental cues enable the awareness of the presence of organisms targeted for elimination in the cyclic game. If the local density of target organisms is sufficiently high, individuals move towards concentrated areas for direct attack; otherwise, they employ an ambush tactic, maximising the chances of success by targeting regions likely to be dominated by opponents. Running stochastic simulations, we discover that the ambush strategy enhances the likelihood of individual success compared to direct attacks alone, leading to uneven spatial patterns characterised by spiral waves. We compute the autocorrelation function and measure how the ambush tactic unbalances the organisms' spatial organisation by calculating the characteristic length scale of typical spatial domains of each species. We demonstrate that the threshold for local species density influences the ambush strategy's effectiveness, while the neighbourhood perception range significantly impacts decision-making accuracy. The outcomes show that long-range perception improves performance by over 60\%, although there is potential interference in decision-making under high attack triggers. Understanding how organisms' adaptation to their environment enhances their performance may be helpful not only for ecologists but also for data scientists aiming to improve artificial intelligence systems., Comment: 8 pages, 5 figures

Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International's framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.

"Papel y lápiz" (Paper and pencil) is the result of a qualitative research project carried out using the Participatory Action Research (PAR) as a model. "Papel y lapiz" seeks to teach young people and children, who are identified as being at high social risk, in 35 different public educational institutions (PEIs) from Cartagena de Indias, Colombia. The principle aim of the project will be educating them about the importance of knowing and understanding the often-harsh realities of their social situations with particular focus on the social risks each of them might encounter. "Papel y lapiz" also aims to teach students about the social situation of their city using media and specifically the press. Working alongside Educommunication, the aim is to start educating the young people in school classrooms, in other words the most formative years of their youth. Between 2019 and 2022 this research project has reached 712 students from various public Educational Institutions (EIs) in Cartagena. The project was materialized in collaboration with teachers and directors by creating 6 educational cards that incorporate the use of the press to analyze some of the most critical issues the city is facing. [For the full proceedings, see ED654100.]

We respond to David Steigmann's discussion of our paper "A general theory for anisotropic Kirchhoff-Love shells with in-plane bending of embedded fibers, Math. Mech. Solids, 28(5):1274-1317" (arXiv:2101.03122). His discussion allows us to clarify two misleading statements in our original paper, and confirm that its formulation is fully consistent with the formulation of Steigmann. We also demonstrate that some of our original statements criticized by Steigmann are not wrong., Comment: 7 pages, 1 figure

This study analyzed 16,799 journal papers and 98,773 conference papers published by IEEE Xplore in 2016 to investigate the relationships among usage counts, Mendeley readership, and citations through descriptive, regression, and mediation analyses. Differences in the relationship among these metrics between journal and conference papers are also studied. Results showed that there is no significant difference between journal and conference papers in the distribution patterns and accumulation rates of the three metrics. However, the correlation coefficients of the interrelationships between the three metrics were lower in conference papers compared to journal papers. Secondly, funding, international collaboration, and open access are positively associated with all three metrics, except for the case of funding on the usage metrics of conference papers. Furthermore, early Mendeley readership is a better predictor of citations than early usage counts and performs better for journal papers. Finally, we reveal that early Mendeley readership partially mediates between early usage counts and citation counts in the journal and conference papers. The main difference is that conference papers rely more on the direct effect of early usage counts on citations. This study contributes to expanding the existing knowledge on the relationships among usage counts, Mendeley readership, and citations in journal and conference papers, providing new insights into the relationship between the three metrics through mediation analysis., Comment: 23 pages, 7 figures

To trace the evolution of research strands in published Computer Assisted Language Learning (CALL) papers over time, a corpus of 426 highly-cited papers in four major CALL journals ("ReCALL," "CALL," "LL&T," and "CALICO Journal") was compiled and coded using NVivo 12. All identified aspects of technology-mediated language learning and teaching were collected to produce a comprehensive list of 690 recurring research strands and then, by adopting a constant comparison method, were merged to form 119 unique research strands. The top 10 alone represent almost half of all research strands: Computer-Mediated Communication (CMC), writing, vocabulary, feedback, evaluation, learning environment, telecollaboration, design, speaking, and grammar. This paper provides the rationale for the study along with the methodology for data collection and analysis, with a particular focus on the dominant and intermediary strands to inform future CALL publications. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The micromixing time of impinging thin liquid sheets depends upon the energy dissipation rate. The kinetic energy released by the impingement has been previously studied and was found to be a function of the coefficient of restitution of the collision. In this work, the volume within which the released kinetic energy is dissipated was investigated. The volume of energy dissipation was determined by measuring the time required for the velocity of the single sheet (prior to the collision) to be reduced to the velocity in the mixed sheet (after the collision). Although different, the velocity in single sheets and the velocity in mixed sheets has been previously shown to be constant. High-speed video was used to measure the velocity of features, generated in the front single sheet, as they passed through the impingement zone and into the mixed sheet. The experimental results showed that the time required for the velocity change was approximately equal to the residence time of liquid in the impingement zone. A new equation for the energy dissipation rate was developed and compared with the energy dissipation rate derived from turbulence energy-cascade theory. This comparison showed that the large-eddy turnover time was approximately equal to the residence time in the impingement zone; a result that is in accordance with the notion from turbulence energy-cascade theory that large, energy-containing eddies lose their energy within approximately one large-eddy turnover time. Within the impingement zone, the large-eddy kinetic energy was found to decay exponentially with time., Comment: Accepted for publication in Chemical Engineering Science

Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.

There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.

Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations. [This paper was supported by strategic funds from the University Collaboration Office at RTI International and North Carolina Central University.]

Research has shown educators' implicit biases to be a key factor in creating and perpetuating disparities in students' experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV "relational" home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.

We present relativistic magnetohydrodynamic modelling of jets running into hydrostatic, spherically symmetric cluster atmospheres. For the first time in a numerical simulation, we present model cluster atmospheres based upon the Universal Pressure Profile (UPP), incorporating a temperature profile for a typical self-similar atmosphere described by only one parameter - $M_{500}$. We explore a comprehensive range of realistic atmospheres and jet powers and derive dynamic, energetic and polarimetric data which provide insight into what we should expect of future high-resolution studies of AGN outflows. From the simulated synchrotron emission maps which include Doppler beaming we find sidedness distributions that agree well with observations. We replicated a number of findings from our previous work, such as higher power jets inflating larger aspect-ratio lobes and the cluster environment impacting the distribution of energy between the lobe and shocked regions. Comparing UPP and $\beta$-profiles we find that the cluster model chosen results in a different morphology for the resultant lobes with the UPP more able to clear lobe material from the core; and that these different atmospheres influence the ratio between the various forms of energy in the fully developed lobes. This work also highlights the key role played by Kelvin-Helmholtz (KH) instabilities in the formation of realistic lobe aspect-ratios. Our simulations point to the need for additional lobe-widening mechanisms at high jet powers, for example jet precession. Given that the UPP is our most representative general cluster atmosphere, these numerical simulations represent the most realistic models yet for spherically symmetric atmospheres., Comment: 20 pages, 18 figures, 2 tables, accepted for publication in MNRAS, minor correction to references in section 4.2

This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students' SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.

There has been a growing effort to replace manual extraction of data from research papers with automated data extraction based on natural language processing, language models, and recently, large language models (LLMs). Although these methods enable efficient extraction of data from large sets of research papers, they require a significant amount of up-front effort, expertise, and coding. In this work we propose the ChatExtract method that can fully automate very accurate data extraction with minimal initial effort and background, using an advanced conversational LLM. ChatExtract consists of a set of engineered prompts applied to a conversational LLM that both identify sentences with data, extract that data, and assure the data's correctness through a series of follow-up questions. These follow-up questions largely overcome known issues with LLMs providing factually inaccurate responses. ChatExtract can be applied with any conversational LLMs and yields very high quality data extraction. In tests on materials data we find precision and recall both close to 90% from the best conversational LLMs, like ChatGPT-4. We demonstrate that the exceptional performance is enabled by the information retention in a conversational model combined with purposeful redundancy and introducing uncertainty through follow-up prompts. These results suggest that approaches similar to ChatExtract, due to their simplicity, transferability, and accuracy are likely to become powerful tools for data extraction in the near future. Finally, databases for critical cooling rates of metallic glasses and yield strengths of high entropy alloys are developed using ChatExtract., Comment: 7 pages, 3 figures, 1 table

We demonstrate multiplexed computational sensing with a point-of-care serodiagnosis assay to simultaneously quantify three biomarkers of acute cardiac injury. This point-of-care sensor includes a paper-based fluorescence vertical flow assay (fxVFA) processed by a low-cost mobile reader, which quantifies the target biomarkers through trained neural networks, all within <15 min of test time using 50 microliters of serum sample per patient. This fxVFA platform is validated using human serum samples to quantify three cardiac biomarkers, i.e., myoglobin, creatine kinase-MB (CK-MB) and heart-type fatty acid binding protein (FABP), achieving less than 0.52 ng/mL limit-of-detection for all three biomarkers with minimal cross-reactivity. Biomarker concentration quantification using the fxVFA that is coupled to neural network-based inference is blindly tested using 46 individually activated cartridges, which showed a high correlation with the ground truth concentrations for all three biomarkers achieving > 0.9 linearity and < 15 % coefficient of variation. The competitive performance of this multiplexed computational fxVFA along with its inexpensive paper-based design and handheld footprint make it a promising point-of-care sensor platform that could expand access to diagnostics in resource-limited settings., Comment: 17 Pages, 6 Figures

We investigate the spatial dynamics of two disease epidemics reaching a three-species cyclic model. Regardless of their species, all individuals are susceptible to being infected with two different pathogens, which spread through person-to-person contact. The occurrence of coinfection leads to a synergistic increase in the risk of hosts dying due to complications from either disease. Our stochastic simulations show that departed areas inhabited by hosts of a single pathogen arise from random initial conditions. The single-disease spatial domains are bordered by interfaces of coinfected hosts whose dynamics are curvature-driven. Our findings show that the coarsening dynamics of the interface network are controlled by the fluctuations of coinfection waves invading the single-disease territories. As the coinfection mortality grows, the dynamics of the interface network attain the scaling regime. We discover that organisms' infection risk is maximised if the coinfection increases the death due to disease in $30\%$, and minimised as the network dynamics reach the scaling regime, with species populations being maximum. Our conclusions may help ecologists understand the dynamics of epidemics and their impact on the stability of ecosystems., Comment: 9 pages, 6 figures

This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children's lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

The aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a contemporary perspective, with an emergent improvement movement in tension with an institutionalized evidence movement. By contrast, this essay provides an historical perspective through a "geological analysis" of US education reform. This analysis has the improvement movement atop macro-level policy contexts that are layers-deep, and as potentially integral to a public education enterprise that has been evolving for centuries: at the policy level, from "resource-forward" to "practice-forward" innovation and improvement; at the local level, from "school systems" to "education systems" to "learning systems." This analytic approach and framework suggest the need for a new discourse about efforts to democratize disciplined approaches to educational innovation and improvement in the US, as well as possibilities for comparative and international research examining parallel developments in other countries. This essay was prepared as a contribution to "The Foundational Handbook on Improvement Research in Education."

The What Works Clearinghouse (WWC) seeks to provide practitioners information about "what works in education." One challenge in understanding "what works" is that effect sizes may not be comparable across studies, which limits the ability to compare the relative effectiveness of multiple interventions. One factor that consistently relates to the magnitude of effect sizes is the type of outcome measure. This paper uses WWC study data to examine differences in average effect sizes by outcome measure type. Controlling for other factors and using advanced meta-analysis, effect sizes found on researcher and developer measures are substantially larger on average than those found on independent measures not related to the intervention under study or the study authors. One implication of this finding is that the WWC should consider whether findings based on researcher and developer measures should be differentiated from those based on independent measures to meet the evidence needs of all WWC stakeholders.

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during COVID-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.

The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students' learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.

This study attempts to detect papers originating from the Russia-based paper mill International publisher LLC. A total of 1009 offers published during 2019-2021 on the 123mi.ru website were analysed. The study allowed us to identify at least 434 papers that are potentially linked to the paper mill including one preprint, a duplication paper and 15 republications of papers erroneously published in hijacked journals. Evidence of suspicious provenance from the paper mill is provided: matches in title, number of coauthorship slots, year of publication, country of the journal, country of a coauthorship slot and similarities of abstracts. These problematic papers are coauthored by scholars associated with at least 39 countries and submitted both to predatory and reputable journals. This study also demonstrates collaboration anomalies and the phenomenon of suspicious collaboration in questionable papers and examines the predictors of the Russia-based paper mill. The value of coauthorship slots offered by International Publisher LLC in 2019-2021 is estimated at $6.5 million. Since the study analysed a particular paper mill, it is likely that the number of papers with forged authorship is much higher.