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Introduction: Visiting a patient's living environment is important for occupational therapists, albeit costly and time consuming. MapIt is a mobile app producing a 3D representation of a home with the possibility of taking measurements. The purpose of this study was to explore the utility of a 3D representation of a patient's home for the clinical practice of occupational therapists. Methods: Case study in which the unit of analysis was the utility of MapIt as defined by ISO 9241‐11:2018 and as perceived by occupational therapists in four different occupational therapy clinical settings (Canada). Onsite observations with 10 occupational therapists (and their patients) were triangulated with data from interviews, diaries, and logbooks. Inductive thematic condensation led to emerging conclusions for each clinical setting, fuelling the next case data collection and analysis. Inter‐case analysis was corroborated by additional occupational therapists, through crowdsourcing and expert review. Results: Occupational therapists' clinical reasoning was supported by the MapIt app, enhancing and streamlining their work and inducing adjustments to treatment plans. Occupational therapists saw and measured the patient's environment remotely, to better match person‐environment‐occupation and promote occupational engagement. MapIt's 3D representations were judged useful to communicate between occupational therapists and stakeholders, to educate, allow continuity, optimise resources, minimise the patient's time on a waitlist for homecare, and save time for everyone. Discussion: MapIt allowed occupational therapists who performed home visits to bring a little of the patients' home to their office, whereas occupational therapists without access to the home could see it and take measurements. MapIt's utility was confirmed for practice in clinical settings and for better continuity of care between settings. Conclusion: MapIt makes it possible for occupational therapists to 'walk around' the patient's home remotely, but the possibility of measuring environmental elements is a 3D model's true added value over currently used photos or short videos. PLAIN LANGUAGE SUMMARY: This study explored how a mobile app called MapIt could help occupational therapists in their work. Visiting a patient's home takes a lot of time. This app creates a 3D model of a room, making it easier for occupational therapists to see and measure the home environment remotely. The research was conducted with 10 occupational therapists working in four different contexts in Quebec, Canada. Researchers studied how useful MapIt was to the occupational therapists. The latter each used MapIt with their patients, kept track of their experience in a diary and were interviewed throughout the duration of the study. The results showed that MapIt helped occupational therapists in understanding their patients' living environment and planning treatments accordingly. Occupational therapists who could not visit the homes in person found it useful. The 3D models created by MapIt were also judged helpful for communicating with other people involved in the patient's care, like family members or other health‐care professionals. MapIt could make occupational therapy more efficient and help patients get the care they need faster. Overall, the researchers concluded that MapIt is a useful tool for occupational therapists. It allows them to virtually visit patients' homes and take measurements, which is important when evaluating how to adapt a home to a patient's needs. [ABSTRACT FROM AUTHOR]

Background: Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human‐centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs. Paper Objectives: We report a human‐centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA‐informed feedback in a MOOC. Methods: The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re‐design an existing LA tool, respectively. Results and Conclusions: The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX‐LIMS+. edX‐LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time‐demanding, an issue we plan to address in our future work. Takeaways: The current study extends the existing empirical research about employing human‐centred approaches for the design of LA‐driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA‐informed feedback interventions in authentic contexts. Lay Description: 'Instructor in Action': co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs. What is known about this topic: Personalised and timely feedback in MOOCs is hindered due to massive learners' population.Learning analytics can scale feedback, but they may lack a pedagogical and contextual basis.Human‐centred design approaches can be informative for the design of LA solutions. What this paper adds: Proposal of a conceptual framework for the design of HCLA‐based feedback via in MOOCs.A MOOC instructor and a tool designer redesigned a LA dashboard upon the framework.The framework successfully guided the creation of LA‐based feedback interventions.The instructor was able to monitor and help learners struggling at course run‐time. Implications of the study findings for practitioners: We address reported gaps related to the design and provision of feedback in MOOCs.We advance the theory through a framework that guides MOOC instructors in feedback design.We report a human‐centred approach for shaping and evaluating LA‐based feedback in MOOCs. [ABSTRACT FROM AUTHOR]

Recent advancements in 3D printing technology have expanded its application to manufacturing pressure sensors. By harnessing the cost‐effectiveness, streamlined processes, and design flexibility of 3D printing, sensor fabrication can be customized to meet specific performance needs. Thus far, 3D printing in pressure sensor development has been primarily limited to creating molds for transferring patterns onto flexible substrates, restricting both material selection and sensor performance. To fully unlock the potential of 3D printing in advanced pressure sensor fabrication, it is crucial to establish effective design rules focused on enhancing the figure of merit performance. This study introduces a universal design strategy aimed at maintaining high sensitivity across a wide pressure range—a challenging feat, as sensitivity significantly decreases at higher pressures. Our approach centers on engineering the deformability of 3D‐printed structures, achieving a linear increase in contact area between sensor patterns and electrodes without reaching saturation. Sensors designed with high elongation and low stiffness exhibit consistent sensitivity of 162.5 kPa⁻¹ across a broad pressure range (0.05–300 kPa). Mechanistic investigations through finite element analysis confirm that engineered deformability is key to achieving this enhanced linear response, offering robust sensing capabilities for demanding applications such as deep‐sea and space exploration. [ABSTRACT FROM AUTHOR]

Doping and compositing are two universal design strategies used to engineer the electronic state of a material and mitigate its disadvantages. These two strategies are extensively applied to design efficient electrocatalysts for water splitting. Using cobalt oxide (CoO) as a model catalyst, it is proven that the oxygen evolution reaction (OER) performance can be progressively improved, first by Fe‐doping to form Fe‐CoO solid solution, and further by the addition of CeO2 to produce a Fe‐CoO/CeO2 composite. X‐ray absorption spectroscopy (XAS) reveals that distinct electronic interactions are induced by the processes of doping and compositing. Fe‐doping of CoO can break down the structural symmetry, changing the electronic structure of both Co and O species at the surface and decreasing the flat‐band potential (Vfb). In comparison, subsequent compositing of Fe‐CoO with CeO2 induces negligible electronic changes in the Fe‐CoO (as seen in ex situ characterizations), but significantly modifies the oxidative transformations of both Co and Fe under OER conditions. The spectroscopic investigations reveal that Fe‐doping and CeO2 compositing play different roles in modifying the electronic properties of CoO in its pristine state and during OER catalysis, in return, providing useful guidance for the design of more efficient electrocatalysts using these two strategies. [ABSTRACT FROM AUTHOR]

Neurodivergent students, including autistic students, often benefit from faculty support to navigate college challenges. To better equip faculty in their interactions with neurodivergent students and enhance their understanding, NeuroPREP, a faculty training program was developed. Comprising four 20‐min modules, NeuroPREP addresses key topics including neurodiversity, understanding neurodivergent needs and strengths, effective support strategies (e.g., universal design), and illustrative case studies. An Advisory Committee (N = 10), including faculty, autistic students, and disability support staff, assessed the social validity and perceived effectiveness of NeuroPREP through written forms and virtual sessions. On forms, Committee participants uniformly expressed positive ratings regarding the program's quality (i.e., language, content, impact, and format). Through individual interviews or focus group sessions, the Advisory Committee offered valuable feedback, suggesting improvements such as clarifying definitions, addressing misconceptions and stigmatizing language, and incorporating additional case scenarios. These recommendations informed the refinement of NeuroPREP in preparation for a pilot program. Higher education initiatives informed by stakeholders’ perspectives, like NeuroPREP, are vital for equipping faculty with the tools to foster inclusive educational environments and equitable educational experiences for neurodivergent students. Implications for practice will be discussed. [ABSTRACT FROM AUTHOR]

The waveguide‐integrated metasurface introduces a novel photonic chip capable of converting guided modes into free‐space light. This enables functions such as off‐chip beam focusing, steering, and imaging. The challenge lies in achieving hyper‐multiplexing across diverse parameters, including guided‐wave mode type, direction, polarization, and notably, multiple wavelengths. Here, a comprehensive end‐to‐end inverse design framework is introduced, rooted in a physical model, for the multifunctional design of on‐chip metasurfaces. This framework allows for metasurface optimization through a target‐field‐driven iteration process. A hypermultiplexed on‐chip metasurface capable of generating red‐green‐blue holograms at multiple target planes is demonstrated, with both independent and cooperative control over guided‐wave direction. Significantly, the proposed method streamlines the design process utilizing only the positions of meta‐atoms as the design variable. Nine independent holographic channels are demonstrated through a combination of wavelength and distance multiplexing. Moreover, by incorporating the excitation direction into the design, the metasurface produces a total of 36 distinct holograms. The robustness of these results against fabrication discrepancies is validated through 3D full‐wave electromagnetic simulations, aligning well with advanced manufacturing techniques. The research presents a universal design framework for the development of multifunctional on‐chip metasurfaces, opening up new avenues for a wide range of applications. [ABSTRACT FROM AUTHOR]

In this chapter, we use the scholarship of teaching and learning (SoTL) to explore the application of universal design for learning (UDL) (CAST 2018) to health care education. We begin by setting a historical context of health care education. Next, we provide an overview of UDL, a review of the literature of UDL in health care education, and then discuss one institution's exploration of applying UDL in health science and other program teaching practices, arguing that UDL's main concepts can be effectively applied to health care education to create inclusive and effective learning experiences. [ABSTRACT FROM AUTHOR]

Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co‐occurrence of school difficulties and mental health concerns. A universal design for learning framework for school‐wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH. Practitioner Points: Mental health inequities and barriers to access make it difficult for children and adolescents to receive needed services.School mental health (SMH) services have been shown to improve educational and health‐related outcomes for students but there is room for improvement.An SMH program that employs a universal design for learning framework would benefit students, their families, and educators by increasing the accessibility of information for individuals across levels of ability. [ABSTRACT FROM AUTHOR]

Background: Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence‐based interventions to specifically address this need. This paper presents the development of an intervention framework to address equity in sexuality education and support adolescents with intellectual and developmental disabilities to understand and provide sexual consent, a foundational aspect of sexuality education and sexual health. Methods: The Sexual Health Equity Project team used a Community‐Based Participatory Research approach to develop a four‐module sexual consent intervention for adolescents with intellectual and developmental disabilities. We leveraged a diverse, interdisciplinary team in a suburban Midwestern school district, and used Backward Design to create objectives and assessments which were rooted in findings from qualitative data by special education teachers. Results: The resulting sexual consent intervention, Ask Me First—Choices, is comprised of four modules covering topics including definition of sexual consent; decision‐making strategies and practice; communicating consent and refusal, identifying situations of consent and non‐consent; and legal issues surrounding consent. Each module is divided into five components for content delivery: (1) introduction, (2) lecture, (3) supplemental activity, (4) assessment, and (5) conclusion. We detail the intervention's unique aspects, emphasising areas where we used Universal Design for Learning principles to support teachers' instruction and students' learning. Conclusion: Our efforts to create a sexual consent intervention directly address sexuality education equity issues. We offer commentary on our design process and decisions, as well as recommendations for future groups who want to develop sexual health interventions in similar contexts for students with intellectual and developmental disabilities. Next steps include further testing and validation of the sexual consent intervention to build the evidence‐base of sexuality education for adolescents with intellectual and developmental disabilities. [ABSTRACT FROM AUTHOR]

Optical materials with non‐π‐conjugated units usually can exhibit large bandgaps, which are conducive to a wide ultraviolet (UV) transparency window. However, the relatively small structural anisotropy hinders the application of these materials as nonlinear optical (NLO) and birefringent materials. Herein, a universal strategy of dissimilating non‐π‐conjugated units is proposed to enhance birefringence, optimize phase‐matching (PM) wavelength, and maintain a large bandgap. The functionality of the series of hetero‐anionic units is distinguished in terms of optimizing birefringence and PM wavelength. In particular, the dimeric hetero‐anionic unit N(SO2F)2− with the dual‐heteroatom dissimilation is found to be a novel superior optical hereto‐gene. In addition, AN(SO2F)2 (A = Li, Na‐I, K‐I/II, H) and Ba(SO3CF3)2 are identified with large birefringence of approximately 0.051–0.106 at 546 nm, which are much larger than those of corresponding sulfates. HN(SO2F)2 exhibits a short PM wavelength (208 nm), a large NLO coefficient (≈ 2 × KDP), and an extremely short UV cutoff edge (149 nm). Experimental polarizing microscope measurement confirms that the birefringence of Pbca‐KN(SO2F)2 is significantly enhanced to 0.06 at 546.1 nm, which is 12 times higher than that of K2SO4. Finally, this strategy offers direction for the design and synthesis of novel NLO or birefringent materials in the future. [ABSTRACT FROM AUTHOR]

Background: Evidence supports the effectiveness of shared book reading for promoting language and literacy development, but it is known that families experiencing vulnerability may have reduced access to books and are less likely to share books regularly at home. Community hubs often provide support to families experiencing vulnerability and may provide an opportunity to create environments that support families to engage in shared book reading, especially if families are invited into the creation of these environments through co‐design. However, there is currently little evidence regarding the impact of co‐designing shared book reading environments with families in community settings. Aims: The current study is part of a broader project which used co‐design to develop a shared book reading environment in collaboration with stakeholders in a community hub. This small‐scale study aimed to provide a preliminary evaluation of the impact of this co‐designed shared book reading environment at the community hub on (1) the frequency of shared book reading at the hub; (2) participants' confidence and enjoyment of reading with children at the hub; and (3) participants' experiences of shared book reading at the hub. Method & Procedures: The co‐design project was carried out in four phases with families, staff and community partners at the community hub. A convergent mixed‐methods approach was used to collect and analyse quantitative and qualitative data in the first and last phase of the project to evaluate project outcomes. Quantitative data (environmental observations of reading at the hub and participant ratings of confidence and enjoyment of reading with children at the hub) were analysed using descriptive statistics and nonparametric statistical tests. Qualitative data (participants' responses regarding their experiences of changes implemented in the community hub) were analysed using inductive content analysis. Outcome & Results: An increased frequency of shared book reading was observed within the community hub after changes were implemented, and positive changes in enjoyment of book reading were recorded. Qualitative responses from participants following conclusion of the project were organised into three main categories, which showed that (1) children and families were reading more and enjoying reading activities that were happening; (2) children and families were borrowing more books; and (3) families had changed the way they were reading at home with their children. Conclusions & Implications: A co‐designed shared book reading environment within a community hub had a positive impact on shared book reading experiences for families in areas with high levels of vulnerability. WHAT THIS PAPER ADDS: What is already known on this subject: Community hubs provide a unique opportunity to support early language and literacy development in partnership with families in areas of vulnerability; however, there is limited literature investigating the impacts of these supports. A previous study utilised co‐design to develop a shared book reading environment with stakeholders at a community hub in an area where a high proportion of children are considered to be 'vulnerable' in terms of language and literacy development. It was found that co‐design enabled the development of collaborative changes to support shared book reading that were valued and owned by families, staff and community partners at the community hub. What this study adds: The current study focused on evaluating the impact of a co‐design project on the frequency of shared book reading at the hub and participants' experiences, confidence and enjoyment of reading with children at the hub. Analysis of pre‐ and post‐data provide preliminary evidence that a co‐designed shared book reading environment in a community hub can have a positive impact on increasing families' awareness and engagement with book borrowing, engagement in shared book reading activities in the community and at home, and participants' confidence and enjoyment of reading with children. What are the clinical implications of this work?: Speech pathologists have an important role to play in prevention and promotion. This study has shown that collaboration with families experiencing vulnerability can support the implementation of strategies to promote shared reading in a community hub and demonstrate increased quality and frequency of shared book reading. The utilisation of a community hub also highlights the opportunities for the speech pathology profession to deliver community‐based promotion and prevention initiatives as a strategy to address equitable language outcomes. [ABSTRACT FROM AUTHOR]

As governments embark on providing their services online (e‐Government services), it is imperative for them to ensure that these services remain accessible to all online users. Prior studies have demonstrated that providing accessible online services remains a challenge for most governments, and more so for developing countries. This study seeks to identify and better understand the factors influencing the design and implementation of accessible e‐Government services. The study employed qualitative semi‐structured interviews in order to collect primary data from twelve government employees working as developers, designers, business analysts, and the management team. The data were analyzed using thematic analysis. This study identifies two key factors influencing the design and implementation of accessible e‐Government services, namely: organizational structures and stakeholder supporting structures. Furthermore, the findings explain how these factors affect the current practices of designing and implementing accessible e‐Government services. Four practices in use were recognized as instrumental in the design and implementation of accessible e‐Government services. These are: (i) championing accessibility; (ii) adoption of an omni‐channel approach, as well as digital learning and awareness; (iii) development of inhouse guidelines and best practices, as well as support for developing assistive technologies; (iv) and lastly, reflective practices. The study discusses the implications of these findings for future studies. [ABSTRACT FROM AUTHOR]

High ambipolar mobility emissive conjugated polymers (HAME‐CPs) are perfect candidates for organic optoelectronic devices, such as polymer light emitting transistors. However, due to intrinsic trade‐off relationship between high ambipolar mobility and strong solid‐state luminescence, the development of HAME‐CPs suffers from high structural and synthetic complexity. Herein, a universal design principle and simple synthetic approach for HAME‐CPs are developed. A series of simple non‐fused polymers composed of charge transfer units, π bridges and emissive units are synthesized via a two‐step microwave assisted C−H arylation and direct arylation polymerization protocol with high total yields up to 61 %. The synthetic protocol is verified valid among 7 monomers and 8 polymers. Most importantly, all 8 conjugated polymers have strong solid‐state emission with high photoluminescence quantum yields up to 24 %. Furthermore, 4 polymers exhibit high ambipolar field effect mobility up to 10−2 cm2 V−1 s−1, and can be used in multifunctional optoelectronic devices. This work opens a new avenue for developing HAME‐CPs by efficient synthesis and rational design. [ABSTRACT FROM AUTHOR]

The achievement of excellent catalytic activity for electricity‐driven CO2 reduction over a wide potential window is significant for the mature applications. However, the efficient potential range is always limited by the dilemma in CO2 activation and product desorption at different potentials, due to the scaling relationships of adsorption energy. Herein, we developed a nanostructured Ag‐CO3 electrocatalyst featuring metallic Ag with Ag(220) orientation on the surface and Ag2CO3 beneath. The interactions between Ag and Ag2CO3 lead to lattice expansion on the surface of Ag, resulting in electron localization and accordingly enhanced CO2 activation to *COOH on Ag. Furthermore, this lattice expansion induces a change in the *CO adsorption geometry from a bridge mode to a linear mode, which compensates the promotion effect of electron localization on *CO adsorption energy. As a result, the scaling relationship between *COOH and *CO adsorption energy was disrupted, leading to enhanced *COOH adsorption and inferior *CO adsorption. Consequently, the Ag‐CO3 catalyst exhibited a high FECO (>80%) over a robust potential window of −0.8 to −1.8 V (vs. RHE), with a maximum FECO of 95% at −1.2 V (vs. RHE). The mechanism described herein offers a universal design principle for the development of high‐efficiency CO2 electroreduction catalysts that operate effectively within a broad potential range. [ABSTRACT FROM AUTHOR]

Soft metamaterials have attracted extensive attention due to their remarkable properties. These materials hold the potential to program and control the morphing behavior of soft machines, however, their combination is limited by the poor reprogrammability of metamaterials and incompatible communication between them. Here, printable and recyclable soft metamaterials possessing reprogrammable embedded intelligence to regulate the morphing of soft machines are introduced. These metamaterials are constructed from interconnected and periodically arranged logic unit cells that are able to perform compound logic operations coupling multiplication and negation. The scalable computation capacity of the unit cell empowers it to simultaneously process multiple fluidic signals with different types and magnitudes, thereby allowing the execution of sophisticated and high‐level control operations. By establishing the laws of physical Boolean algebra and formulating a universal design route, soft metamaterials capable of diverse logic operations can be readily created and reprogrammed. Besides, the metamaterials' potential of directly serving as fluidic processors for soft machines is validated by constructing a soft latched demultiplexer, soft controllers capable of universal and customizable morphing programming, and a reprogrammable processor without reconnection. This work provides a facile way to create reprogrammable soft fluidic control systems to meet on‐demand requirements in dynamic situations. [ABSTRACT FROM AUTHOR]

Background: Although particular technologies can enhance the quality of life (QoL) of people with profound intellectual and multiple disabilities (we use the term pervasive support needs), their objectives and outcomes are understudied. A systematic literature review was therefore conducted to explore this topic. Method: A search of four databases yielded 64 studies. Data were extracted on their general characteristics, methods and sample characteristics as well as the technology types, QoL domains and application within ecological systems. A narrative synthesis was subsequently developed. Results: Most of the studies applied assistive technology (AT) and focused on personal development and self‐determination on an individual level. Conclusions: Technology can enhance the QoL of people with pervasive support needs. There are indications that although MT and UD‐based technology are used in practice, few studies have examined these technologies. Therefore, there is a knowledge gap regarding the kinds of technology that are used in practice. [ABSTRACT FROM AUTHOR]

2D nanomaterials are proposed as promising photothermal materials for interfacial photothermal water evaporation. However, low evaporation efficiency, the use of hazardous hydrofluoric solution, and poor stability severely limit their practical applications. Here, a mixed solvent exfoliation surface deposition (MSESD) strategy for the preparation of NiPS3 nanosheets and NiPS3/polyvinyl alcohol (PVA) converter is successfully developed. The converter is obtained by drop‐casting the NiPS3/PVA nanosheets onto a sponge. The PVA is mainly deposited on the edge of NiPS3 nanosheets, which not only improves the stability of NiPS3 nanosheets, but also adheres to the sponge to prepare a 3D photothermal converter, which shows an evaporation rate of 1.48 kg m−2 h−1 and the average photothermal conversion efficiency (PTCE) of 93.5% under a light intensity of 1 kW m−2. The photothermal conversion mechanism reveals that the energy of absorbed photons in NiPS3 nanosheets can be effectively converted into heat through non‐radiative photon transitions as well as multiple optical interactions. To the best of the knowledge, this is the first report on the application of 2D metal‐phosphorus‐chalcogen (MPChx) for solar desalination, which provides new insights and guidance for the development of high‐performance 2D photothermal materials. [ABSTRACT FROM AUTHOR]

Continuous usage behavior among millennials is crucial, yet factors influencing this behavior are not well understood. This study integrates human-computer interaction and marketing research to investigate the relationship between persuasive dialogue support (PDS), attitudinal loyalty (AL), and continuous-use intention (CI) in the context of WhatsApp. The study also examines the moderating role of four cultural dimensions: uncertainty avoidance (UA), power distance (PD), masculinity (MAS), and individualism (IND) in these relationships. Data was collected from 287 WhatsApp users in four countries, and the proposed theoretical model was tested using structural equation modelling (SEM-PLS). The results indicate that PDS has a direct positive impact on AL, which in turn leads to CI. The study also found that cultural differences can moderate the relationship between PDS and AL and between AL and CI. Therefore, app developers need to consider cultural differences when designing their products and implement persuasive design aspects to boost user loyalty and intention to use. To ensure optimal app performance in diverse cultural settings, developers should strike an appropriate balance between universal design principles and culturally sensitive adaptation. However, the study's limitations, such as reliance on self-reported data and a relatively small sample size, suggest the need for future research to expand its scope to include participants from a broader range of cultural backgrounds. [ABSTRACT FROM AUTHOR]

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topicUniversal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level.Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach.The transformative potential of technology in educational contexts was not fully realised pre‐COVID.The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices.What this paper addsThis paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression.There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration.The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect).Implications for practice and/or policyWhile technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed.There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations. [ABSTRACT FROM AUTHOR]

Introduction: With the rapid growth of urbanization globally and in the UK, increasing attention is now being directed towards urban green spaces (UGS). The appeal of UGS to policymakers lies in their capacity to address multiple policy objectives, including improving physical and mental wellbeing, mitigating noncommunicable diseases (NCDs), combating climate change through carbon sequestration, providing climate adaptation measures, and enhancing biodiversity. Method: This narrative review gives an overview of the current literature and UK policy relating to urban green and blue spaces, with a particular focus on the use of UGS to increase physical activity levels. Results: UGS have a profound impact on public health, with evidence indicating their positive effect on both physical and psychological health. Thirty‐eight percent of adults in the UK do not live within 15 minutes of UGS, so policy makers at national and international level are aiming to address this gap. One reason for the health benefits of UGS is associated increased physical activity, a vital component needed to address the burden of non‐communicable disease. To effectively harness UGS to promote physical activity various factors must be considered; proximity and diversity of urban green spaces, and the presence of suitable infrastructure features. Tailoring UGS to meet the needs and preferences of different population demographics is essential, as is ensuring safety, and addressing barriers to access particularly for lower socio‐economic groups. The careful planning of UGS must avoid potential gentrification effects and displacement of vulnerable communities, whilst utilising the equigenic nature of UGS. Conclusions: To create a brighter future and capitalize on the potential of UGS, a collaborative approach is needed, involving communities, local governments, and national authorities. Primary‐care professionals, represented by organizations like the Royal College of General Practitioners (RCGP), can play a crucial role in advocating for UGS and physical activity, promoting their use, and providing guidance and support. [ABSTRACT FROM AUTHOR]

Non‐traditional fluorescent polymers have attracted significant attention for their excellent biocompatibility and diverse applications. However, designing and preparing non‐traditional fluorescent polymers that simultaneously possess long emission wavelengths and long fluorescence lifetime remains challenging. In this study, a series of novel hyperbranched polyborosiloxanes (P1–P4) were synthesized. As the electron density increases on the monomer diol, the optimal emission wavelengths of the P1–P4 polymers gradually red‐shift to 510, 570, 575, and 640 nm, respectively. In particular, P4 not only exhibits red emission but also demonstrates delayed fluorescence with a lifetime of 9.73 μs and the lowest critical cluster concentration (1.76 mg/mL). The experimental results and theoretical calculations revealed that the synergistic effect of dual heteroatom‐induced electron delocalization and through‐space O⋅⋅⋅O and O⋅⋅⋅N interaction was the key factor contributing to the red‐light emission with delayed fluorescence. Additionally, these polymers showed excellent potential in dual‐information encryption. This study provides a universal design strategy for the development of unconventional fluorescent polymers with both delayed fluorescence and long‐wavelength emission. [ABSTRACT FROM AUTHOR]

Librarians at the University of Florida Health Science Center Libraries have begun to intentionally incorporate diversity, equity, and inclusion (DEI) principles into teaching during design, implementation, and evaluation. This article uses four case studies to provide an overview of the librarians' approaches to inclusive teaching (1) an annual workshop for Physical Therapy students on the intersection between DEI, health literacy, and patient education; (2) a librarian‐taught one‐credit course for public health students, which was revised to create a more inviting syllabus and integrate elements of universal design; (3) an annual project for first year medical students highlighting health disparities and community resources; and (4) piloting the application of critical librarianship principles in library standalone sessions on database searching and reference management. Suggestions are provided for other librarians who are interested in developing a culture of inclusive teaching in their own libraries. [ABSTRACT FROM AUTHOR]

This article discusses the need for inclusive pedagogical practices in language education, particularly in the German Basic Language Program at Michigan State University. The program recognizes the changing student population and the need to address the needs of underrepresented groups, such as students with disabilities and first-generation students. The article highlights three inclusive practices: multilingual community building, universal design, and access. These practices aim to create a more inclusive and equitable learning environment for students. Additionally, the article addresses the inequitable working conditions faced by contingent faculty in the Humanities and the impact on both educators and students. The article concludes by emphasizing the importance of removing barriers and creating efficient pathways for language education. [Extracted from the article]

The stiffness and toughness of conventional hydrogels decrease with increasing degree of swelling. This behavior makes the stiffness‐toughness compromise inherent to hydrogels even more limiting for fully swollen ones, especially for load‐bearing applications. The stiffness‐toughness compromise of hydrogels can be addressed by reinforcing them with hydrogel microparticles, microgels, which introduce the double network (DN) toughening effect into hydrogels. However, to what extent this toughening effect is maintained in fully swollen microgel‐reinforced hydrogels (MRHs) is unknown. Herein, it is demonstrated that the initial volume fraction of microgels contained in MRHs determines their connectivity, which is closely yet nonlinearly related to the stiffness of fully swollen MRHs. Remarkably, if MRHs are reinforced with a high volume fraction of microgels, they stiffen upon swelling. By contrast, the fracture toughness linearly increases with the effective volume fraction of microgels present in the MRHs regardless of their degree of swelling. These findings provide a universal design rule for the fabrication of tough granular hydrogels that stiffen upon swelling and hence, open up new fields of use of these hydrogels. [ABSTRACT FROM AUTHOR]

Background: Multimedia Advocacy is the use of digital technology for people with intellectual disabilities as means of developing identities, being heard, connecting to family and care networks and, advocating for change. Methods: We explore principles and theories that underpin Multimedia Advocacy, mapping disciplinary approaches that have influenced the concept and praxis. Results: We describe relevant theories from cultural and media studies, personal therapeutic practices, communication, universal design, and systemic adoption of technology. We discuss new ways of achieving person‐centred working with digital technology. We aim to develop a stronger theory/practice dialogue between these disciplines. Conclusions: The theories described highlight the importance of embedding access and use of digital technology within everyday settings. Long‐term implementation plans and buy‐in from all organisational levels are required for Multimedia Advocacy tools to be embraced by health and social care systems so the voice of an individual is included and genuine person‐centred practice is achieved. [ABSTRACT FROM AUTHOR]

A universal design and fabrication scheme is proposed for a cascaded aluminum wire‐grid‐based vis–NIR circular polarizer. The aluminum wire‐grid is designed as a broadband circular‐linear polarization converter and a broadband linear polarizer, which is further cascaded to form a circular polarizer with strong circular polarization transmittance difference (CPTD) and circular polarization extinction ratio (CPER) in vis–NIR. By increasing the distance between the circular‐linear polarization converter and the linear polarizer, the redshift of the CPTD and CPER peaks is realized and used to design a novel circular polarizer to work better in the operating wavelength. Anisotropic thin‐film interference is revealed to be responsible for the redshift phenomenon. Furthermore, the circular polarizer is fabricated by nano imprint lithography and nano transfer printing with the merits of relatively low cost, and high production efficiency. With such flexibility in the design and fabrication, cascaded aluminum wire‐grid may serve as a tunable compact circular polarizer, and it is also easy to integrate with the wire‐grid‐based linear polarizer to realize the fabrication of the division‐of‐focal‐plane full Stokes polarimeter. [ABSTRACT FROM AUTHOR]

Integrating smart heterogeneous objects, IoT devices, data sources, and software services to produce new business processes and functionalities continues to attract considerable attention from the research community due to its unraveled advantages, including reusability, adaptation, distribution, and pervasiveness. However, the exploitation of service-oriented computing technologies (e.g., SOC, SOA, and microservice architectures) by people with special needs is underexplored and often overlooked. Furthermore, the existing challenges in this area are yet to be identified clearly. This research study presents a rigorous literature survey of the recent advances in service-oriented composition approaches and solutions for disabled people, their domains of application, and the major challenges, covering studies published between January 2010 and October 2022. To this end, we applied the systematic literature review (SLR) methodology to retrieve and collate only the articles presenting and discussing service composition solutions tailored to produce digitally accessible services for consumption by people who suffer from an impairment or loss of some physical or mental functions. We searched six renowned bibliographic databases, particularly IEEE Xplore, Web of Science, Springer Link, ACM Library, ScienceDirect, and Google Scholar, to synthesize a final pool of 38 related articles. Our survey contributes a comprehensive taxonomy of service composition solutions, techniques, and practices that are utilized to create assistive technologies and services. The seven-facet taxonomy helps researchers and practitioners to quickly understand and analyze the fundamental conceptualizations and characteristics of accessible service composition for people with disabilities. Key findings showed that services are fused to assist disabled persons to carry out their daily activities, mainly in smart homes and ambient intelligent environments. Despite the emergence of immersive technologies (e.g., wearable computing), user-service interactions are enabled primarily through tactile and speech modalities. Service descriptions mainly incorporate functional features (e.g., performance, latency, and cost) of service quality, largely ignoring accessibility features. Moreover, the outstanding research problems revolve around (1) the unavailability of assistive services datasets, (2) the underspecification of accessibility aspects of disabilities, (3) the weak adoption of accessible and universal design practices, (4) the abstraction of service composition approaches, and (5) the rare experimental testing of composition approaches with disabled users. We conclude our survey with a set of guidelines to realize effective assistive service composition in IoT and cloud environments. Researchers and practitioners are advised to create assistive services that support the social relationships of disabled users and model their accessibility needs as part of the quality of service (QoS). Moreover, they should exploit AI/ML models to address the evolving requirements of disabled users in their unique environments. Furthermore, weaknesses of service composition solutions and research challenges are exposed as notable opportunities for future research. [ABSTRACT FROM AUTHOR]

This chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking "what should evaluator education look like in the future?" [ABSTRACT FROM AUTHOR]

Bionic structures are widely concerned in flexible sensors. However, there is a lack of research on the optimization of structure to improve the performance. Herein, two types of plant leaves with quite different surface structures, rose petal (RP) and paper mulberry (PM) leaf, are used to fabricate an asymmetric complementary structure. Under pressure, the microcones of PM can insert into the grooves of the RP microdome structures and can be bended under high pressure. Compared to that of PM–PM and RP–RP structures, the space for increasing the internal contact area of PM–RP structure is greatly enhanced, which improves the sensitivity and detection range of the sensor simultaneously. The hierarchical combination of stacked Ti3C2Tx MXene film with nanoscale surface roughness and the micro PM–RP structure further improves the performance. The prepared sensor shows a sensitivity up to 84.79 kPa−1 (0–10 kPa), a wide pressure detection range of 0–100 kPa, and a short response time of 11 ms. It shows great application potential in wearable electronics. Meanwhile, a universal principle for the design of micro‐structure in pressure sensors is proposed, that is, reducing the initial contact resistance and enriching the approach for increasing the contact area. [ABSTRACT FROM AUTHOR]

Creating high‐speed soft actuators will have broad engineering and technological applications. Snapping provides a power‐amplified mechanism to achieve rapid movements in soft actuators that typically show slow movements. However, precise control of snapping dynamics (e.g., speed and direction of launching or jumping) remains a daunting challenge. Here, a bioinspired design principle is presented that harnesses a reconfigurable constraint structure integrated into a photoactive liquid crystal elastomer actuator to enable tunable and programmable control over its snapping dynamics. By reconfiguring constrained fin‐array‐shaped structure, the snapping dynamics of the structured actuator, such as launching or jumping angle and height, motion speed, and release force can be on‐demand tuned, thus enabling controllable catapult motion and programmable jumping. Moreover, the structured actuators exhibit a unique combination of ultrafast moving speed (up to 2.5 m s−1 in launching and 0.22 m s−1 in jumping), powerful ejection (long ejection distance of ≈20 cm, 35 mg ball), and high jumping height (≈8 cm, 40 times body lengths), which few other soft actuators can achieve. This study provides a new universal design paradigm for realizing controllable rapid movements and high‐power motions in soft matter, which are useful for building high‐performance soft robotics and actuation devices. [ABSTRACT FROM AUTHOR]

Sharing multiliteracies goals of equitable access to educational success, the Universal Design for Learning (UDL) framework includes the use of contemporary technology tools, or new literacies, to customize ways to access information and processes and to construct and communicate knowledge. UDL also positions technology as a scaffold. In this commentary, we join other scholars in suggesting that identifying technology tools as scaffolds to traditional literacies is problematic because of two missing characteristics of scaffolding: (1) ongoing diagnosis and calibrated support and (2) fading. After presenting a review of scaffolding literature and examining key characteristics, we describe how technology use changes the nature of scaffolding. Next, we highlight the UDL guidelines and recommendations for the use of digital tools as well as uncover contradictions in technology's use as scaffolds. Additionally, we explore the intersection of UDL with multiliteracies and New Literacies highlighting the stances of equity, inclusion, and school success. We describe transitions from traditional scaffolding, to scaffolding in the UDL framework, to new literacy options that lead to multiliterate agency. We argue that everyday digital tools with inclusive features are new literacies options, that are readily available given equitable access to the Internet, devices, and software. They provide opportunities for learners to demonstrate their multiliterate agency and experience school success. Finally, we propose the concept of Universal Access to Learning in which UDL realigns with its architectural inspiration and foundation, Universal Design, to ensure consistent and continuing, or permanent, access to digital tools. Sharing multiliteracies goals of equitable access to educational success, the Universal Design for Learning (UDL) framework includes the use of contemporary technology tools, or new literacies, to customize ways to access information and processes and to construct and communicate knowledge. UDL also positions technology as a scaffold. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic created an unpredictable and stressful situation for both students and instructors. With current instruction largely occurring in an online environment, we propose that increased flexibility in course structure will best support student learning. Flexible course structure offers a trauma‐aware approach to teaching, is in line with the Universal Design for Learning, and increases student motivation and meaningful learning. It can also provide more authentic experiences akin to science‐based careers. We provide several specific suggestions for incorporating flexibility in one's class, as well as outline considerations and caveats. Our hope is that flexibility necessitated by the COVID‐19 pandemic will continue to inspire change in future course design and educational paradigms. [ABSTRACT FROM AUTHOR]

The article "Leading ITEMS: A Retrospective on Progress and Future Goals" reflects on the editor's tenure with the Instructional Topics in Educational Measurement Series (ITEMS) and outlines future directions for the publication. The editor expresses gratitude to stakeholders and collaborators for their support and highlights the publication's role in bridging research and education through accessible learning modules. Efforts have been made to enhance digital engagement and streamline content development, with a focus on expanding the publication's reach and addressing emerging topics such as culturally responsive assessment and equitable assessment practices. [Extracted from the article]

This chapter examines specific Universal Design for Learning (UDL) principles, guidelines, and checkpoints that support the removal of barriers to reading to learn efforts. The chapter will also offer practical examples of relevant curricular moves to support student learning from texts. [ABSTRACT FROM AUTHOR]

This chapter explores the range of barriers that instructors, especially adjunct and other non‐tenure track instructors, may face when attempting to learn new pedagogical techniques or improve their courses. The author will present concrete strategies for using a disability‐informed Universal Design for Learning (UDL) approach to making faculty development programming accessible for a range of instructors by modeling effective UDL practices that instructors can use in their own classrooms. [ABSTRACT FROM AUTHOR]

This chapter introduces Universal Design for Learning, outlining the key elements and ideas behind UDL, with some examples from the author's own teaching practice in a postgraduate business school class illustrating the application of UDL. A toolkit of some useful resources for newcomers to UDL is also provided. [ABSTRACT FROM AUTHOR]

This chapter provides actionable strategies through the description of a crosswalk model explicitly connecting Universal Design for Learning, Culturally Responsive Pedagogy, and Mindset. The influences of Social Emotional Learning and Trauma Informed Practices are explored. [ABSTRACT FROM AUTHOR]

This chapter explores the application of Universal Design for Learning (UDL) as a lever for equitable and inclusive pedagogies in teacher education. Building on our prior work as teacher educators in the northeastern United States, we analyze how UDL can be used to support teacher candidates in identifying, interrogating, and resisting problematic practices embedded into the structures of schooling. [ABSTRACT FROM AUTHOR]

Background: Personalized learning (PL), conceptualized as an education innovation that tailors learning to meet diverse student needs, has drawn increased attention from different fields of study, such as education, learning sciences, and computer science. Regardless, there is a lack of a comprehensive understanding of PL instructional designs supported by technology. Objectives: This systematic literature review aimed to provide an empirical integration of PL designs and implementation across disciplines through the lens of the universal design for learning (UDL) framework. As an instructional framework that guides the design to embrace learner variability, UDL holds the potential to provide foundational considerations for instructional design components of PL. Methods: We used four databases including ERIC, OmniFile Full Text Select, Academic Search Complete, and Web of Science to search empirical studies investigating technology‐supported PL in PK‐12 school‐based settings. In total, 61 studies published between 2006 and 2020 were included in the review. We analysed PL design and implementation features and aligned these features to the UDL framework. Results and Conclusions: Our results indicated that current empirical PL design features were widely mapped onto the UDL framework. Most current PL studies investigated segmented aspects such as student attributes (e.g., interest, motivation, self‐regulation) and instructional practices (e.g., facilitating goal setting) that could contribute to PL design. Rarely did studies investigate how PL was operationalized in a system integrating various design components that consider learner characteristics, instructional support, and contextual implementation factors. Implications: The analysis of alignment between PL designs within the UDL framework can serve as a starting point for stakeholders to take a more holistic approach to designing PL experiences for all learners. Lay Description: What is already known about this topic: Personalized learning (PL) has emerged as an educational innovation that supports learning for all learners.Researchers across disciplines have investigated technology‐supported PL using different approaches.There is a lack of a comprehensive understanding of PL instructional designs supported by technology.The interdisciplinary framework of universal design for learning (UDL) lends itself well to evaluating instructional design variables across a vast number of PL studies. What this paper adds: A review of design and implementation features of PL supported by technology.An alignment of PL design and implementation features with the UDL framework. Implications for practice: Practitioners, researchers, instructional designers, educational technology developers, and other stakeholders should take a comprehensive approach to designing PL supported by technology for all learners.Educational stakeholders across disciplines should work collaboratively to explore how PL technologies, human‐driven factors for PL implementation, school‐level implementation systems effectively address varying learning needs of all students. [ABSTRACT FROM AUTHOR]

Pathogenic bacteria infections, especially multidrug resistant bacteria infections have aroused worldwide attention due to their severe threats to human beings. Thus, the development of highly effective antibacterial reagents is very important. However, the design of antimicrobials is still quite challenging for the lack of a universal design strategy. Here, a synergistic manipulation strategy of dipole‐dipole and anion‐π+ interaction is proposed for constructing highly efficient antimicrobials with aggregation‐induced emission (AIE) feature. Firstly, four anion‐π+‐type AIE luminogens were designed and synthesized. Due to the electron‐donating and hydrophilic characteristic of methoxy groups, 3MOTPO containing three methoxy groups showed the largest dipole moment (5.06 Debye) and dual anion‐π+ interactions in the solid state. Driven by both dipole‐dipole and anion‐π+ interactions, 3MOTPO showed the strongest bacterial binding ability and the best antibacterial activities (MIC90=3.76 μM). The work offers a deep insight into the rational design of highly efficient antimicrobials for luminescence‐guided antibacterial study. [ABSTRACT FROM AUTHOR]

Background: In the United States, we have a healthcare system crisis with high rates of dissatisfaction among patients and providers. To transform health and healthcare, clinical providers must be proficient in the human‐centered approach of design thinking (DT). Objective: To synthesize the human‐centered design (HCD) and DT literature for the creation of health interventions. Methods: We performed an integrative literature review focused on how HCD and DT are used in the clinical healthcare setting. Four research databases were searched from inception through November 6, 2020. We analyzed the methodology used, who is using the frameworks, and the DT phases included. Results: Twenty‐four articles were included in the final analysis. Of the 24 manuscripts, 6 (25%) were nurse‐led and 15 (63%) had interdisciplinary first and last authors (e.g., Nursing and Medicine). Overall, 10/24 (42%) included all DT method. When analyzing the articles by approach or methodology, 12 (50%) stated they were using the HCD approach, 5 (21%) the DT methodology, and 7 (29%) stated they were using both the HCD approach and DT methodology. Conclusion: There are inconsistencies in who uses DT and the phases used to create healthcare interventions. [ABSTRACT FROM AUTHOR]

This study suggests a critical factor that regulates (in)homogeneous growth based on an in‐depth understanding of three alkali metal ((AM): Li, Na, and K) models using unified‐multiscale atomistic calculations. The importance of AM disordered phases as a transition state is covered with a thermodynamic energy dataset using density functional theory (DFT) calculations, which indicates that the disordered‐phase energy level (DPEL) plays a decisive role in controlling the degree of non‐homogeneity during electrochemical deposition. Using the DFT‐assisted machine learning method, the DPEL‐related cohesive energy is investigated to understand in depth the energy level of disordered phase. Reliable molecular dynamics (MD) simulations systematically compare AM growth during charging. The results illustrate severely fluctuating morphologies including sharp tips in Li metal, whereas Na and K metals showed smooth surfaces. Finally, the transition state thermodynamics are explored using cross‐sectional AM growth models. Metallic Li is preferentially adsorbed on its crystalline phase rather than on grain boundaries comprising disordered phases, resulting in severe dendritic Li growth. However, these characteristics are rarely observed for K metal during the entire deposition process. Based on the growth mechanisms of the three types of AM models, DPEL poses a potentially universal design strategy for facilitating homogeneous lithium‐metal dendrite growth. [ABSTRACT FROM AUTHOR]

Online education has increased rapidly since its inception and will likely continue this upward trend post‐pandemic. Strategies of successful online instructors include incorporating active learning, effectively communicating with students, and using universal design and backwards design principles in course development. Additionally, online instructors need institutional support in the form of: professional development opportunities to foster their continued growth and course improvement; student support for online learning through training modules and technological support; and facilities, such as testing centers. This chapter presents examples from experienced online educators to help faculty and administrators support effective online instruction for students. [ABSTRACT FROM AUTHOR]

The rapid development of science and technology, i.e., integrated modules that are actuators and sensors, promotes the comprehensive popularization of intelligent products in people's life. More particularly, with the advent of the hybrid of the Internet of things and artificial intelligence, more and more activities preferably linked to the human beings have been automated and developed. Among those fields, intelligent face recognition has also become a basic technology in work and life. This technology has been widely used in various products and is well known by people. However, the intelligent face recognition system developed at present lacks universal design concept, and the designed system cannot be applied to various products. During the use of users, there are some problems, such as difficult operation and unfriendly interface. In order to improve the satisfaction of users' physical examination and the accuracy of intelligent face recognition, this study develops an intelligent face recognition system based on the universal design concept. First, the universal design concept is briefly described, and the calculation process of face detection algorithm and face detection algorithm based on the optical flow method is introduced in detail. Then, when designing a face recognition system, this algorithm is used to build a complete system framework. The main functional modules in this system are face detection module, face recognition module, and face training module. The functions of each module are described in detail. Finally, the face feature extraction results of the face detection algorithm based on the optical flow method are verified on the Yale face database and PIE face database. The results show that the algorithm has the highest detection and recognition rate. At the same time, the ORL face database is used to compare and analyze the system performance. The face image recognition rate of this algorithm is 92, which is the highest compared with other algorithms. [ABSTRACT FROM AUTHOR]

Due to changes in educational policy and society, teachers in the German school system are confronted with an increasingly heterogeneous student body, not only in inclusive learning groups. This diversity needs to be addressed positively by planning and delivering lessons that are accessible to all learners from the beginning. One concept for designing such instruction is Universal Design for Learning, or UDL. However, the implementation of the non‐subject‐specific UDL framework into subject lessons can be an obstacle for (prospective) teachers. Therefore, we developed the planning model ChemDive based on the UDL and common concepts for science teaching. The model offers suggestions for concrete implementation possibilities for universally accessible chemistry teaching. ChemDive is explained and illustrated with a teaching example. [ABSTRACT FROM AUTHOR]

Sonification can be an effective medium for people with visual impairments to understand data in visualizations. However, there are no universal design principles that apply to various charts that encode different data types. Towards generalizable principles, we conducted an exploratory experiment to assess how different auditory channels (e.g., pitch, volume) impact the data and visualization perception among people with visual impairments. In our experiment, participants evaluated the intuitiveness and accuracy of the mapping of auditory channels on different data and chart types. We found that participants rated pitch to be the most intuitive, while the number of tappings and the length of sounds yielded the most accurate perception in decoding data. We study how audio channels can intuitively represent different charts and demonstrate that data‐level perception might not directly transfer to chart‐level perception as participants reflect on visual aspects of the charts while listening to audio. We conclude by how future experiments can be designed to establish a robust ranking for creating audio charts. [ABSTRACT FROM AUTHOR]

As a result of increasing elderly population, the number of people with dysphagia and difficulty eating is expected to increase as well. It is not always feasible to cook meals to the proper texture for elderly individuals and people with dysphagia living at home. Accordingly, there is high market demand for ready‐made texture‐modified foods for home consumption. Many methods have been widely used to analyze the structural properties of foods. However, it is difficult to observe the structure of foods in a nondestructive manner with the conventional analysis methods. To observe food as it is without destroying it, we adopted X‐ray phase‐contrast computed tomography (CT) using a crystal interferometer in this study. The samples were commercially available precooked rice porridge and two texture‐modified rice products satisfying the Universal Design Food criteria. A texture profile analysis was also performed to compare the phase‐contrast images and the food properties. In the phase‐contrast images, both the ingredients and cohesion in the samples were successfully observed. It was also found that the texture‐modified rice products were easier to eat and swallow than the rice porridge. These results show that X‐ray phase‐contrast CT using a crystal interferometer is a promising method for nondestructive observation of food structures and is expected to open up new horizons in food science. [ABSTRACT FROM AUTHOR]

Objectives: SlowMo therapy is a pioneering blended digital therapy for paranoia, augmenting face‐to‐face therapy with an interactive 'webapp' and a mobile app. A recent large‐scale trial demonstrated small–moderate effects on paranoia alongside improvements in self‐esteem, worry, well‐being and quality of life. This paper provides a comprehensive account of therapy personalisation within this targeted approach. Design: Case examples illustrate therapy delivery and descriptive data are presented on personalised thought content. Method: Thought content was extracted from the webapp (n = 140 participants) and coded using newly devised categories: Worries: (1) Persecutory, (2) Negative social evaluation, (3) Negative self‐concept, (4) Loss/life stresses, (5) Sensory‐perceptual experiences and (6) Health anxieties. Safer thoughts: (1) Safer alternative (specific alternatives to worries), (2) Second‐wave (generalised) coping, (3) Positive self‐concept, (4) Positive activities and (5) Third‐wave (mindfulness‐based) coping. Data on therapy fidelity are also presented. Results: Worries: 'Persecutory' (92.9% of people) and 'Negative social evaluation' (74.3%) were most common. 'General worries/ life stresses' (31.4%) and 'Negative self‐concept' (22.1%) were present in a significant minority; 'Health anxieties' (10%) and 'Sensory‐perceptual' (10%) were less common. Safer thoughts: 'Second‐wave (general) coping' (85%), 'Safer alternatives' (76.4%), 'Positive self‐concept' (65.7%) and 'Positive activities' (64.3%) were common with 'Third‐wave' (mindfulness) coping observed for 30%. Fidelity: Only three therapy withdrawals were therapy related. Session adherence was excellent (mean = 15.2/16; SD = 0.9). Behavioural work was conducted with 71% of people (119/168). Conclusion: SlowMo therapy delivers a targeted yet personalised approach. Potential mechanisms of action extend beyond reasoning. Implications for cognitive models of paranoia and causal interventionist approaches are discussed. [ABSTRACT FROM AUTHOR]