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Self‐trapped excitons (STEs) of lead‐free perovskites have aroused tremendous interest in remote optical thermometry due to strong exciton–phonon coupling and large Stokes shifts. Herein, a bright multimodal and multiplexed optical thermometer is constructed with high sensitivity (Sr) and self‐calibrating ability based on Cs2NaInCl6:Er3+ double perovskite, allowing for fast and simplified reading via mobile devices. Intriguingly, Er3+ doping not only shows the characteristic green emissions but also introduces nanoelectronic domains through a new localized valance band maximum and breaks the symmetry of In3+ site, which facilitates the generation of more STEs. The temperature‐sensitive blue emission of STEs and temperature‐insensitive green emission of Er3+ endow multimodal optical thermometry including time‐resolved and ratiometric readout schemes with a maximum Sr of 3.8% K−1, where an upconversion primary thermometry serves as a reference to calibrate other modes. Meanwhile, the designed thermometers show robust photostability, repeatability, and structural stability for long‐time working and storage. In addition, the remarkable thermochromic phenomenon from blue to green enables a quick color‐multiplexed thermography on a smartphone, which is utilized to capture real‐time 2D thermal imaging of microelectronic devices. This work demonstrates the great potential of lead‐free double perovskite for low‐cost and portable optical thermometry. [ABSTRACT FROM AUTHOR]

This document is an introduction to the special issues for the Association for Reading and Writing in Asia (ARWA) conference in 2022 and 2023. The Simple View of Reading (SVR) is a widely-cited theoretical framework for reading research, but researchers argue that its conciseness can lead to oversimplified instruction or policy. The Componential Model of Reading (CMR) is a more complex model built upon the SVR. The special issues feature nine selected papers that discuss the three domains of the CMR: cognitive, psychological, and ecological. The papers cover topics such as morphological awareness, cross-linguistic transfer, bilingualism, dyslexia, and digital word reading fluency. The research presented in the special issues demonstrates the broadening scope of reading research in Asia, with a variety of perspectives and methods being explored. [Extracted from the article]

The reading experience on a mobile device can be influenced by many external elements that affect the viewing conditions. The user holding position, operating style, and the light conditions of the surroundings can all play a crucial factor in the legibility of the text. Furthermore, the user's eye conditions may be an extra factor to consider when determining how to improve the reading experience. This study presents a context-aware application that adjusts the text font size based on the distance between the user and the device. The users select their preferred font size at certain distances in the calibration phase, accounting for individual preferences or their eye conditions, and the application uses the device's front camera to calculate the distance in real time and adjust the font size accordingly. We present implementation details and challenges faced during development and how they were addressed. A two-part experiment (n = 34) revealed that the application scored an excellent usability score while no differences were found between users with and without eye conditions, showing that both user groups find it equally usable. Additionally, initial results suggest that the visual landmarks used showed a promising start at addressing issues related to our approach. [ABSTRACT FROM AUTHOR]

Background: Given the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1–17 years old while also considering the influence of several participant, task and study characteristics. Methods: A comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter‐rater reliability: k =.54–.78). Three major characteristics were coded: participant‐level (grade/age, diverse populations, testing language); task‐level (text‐genre, shared reading, digital comparability); study‐level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors. Results: Except in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found 'print is better', whereas 'digital is better' was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners. Conclusions: This review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents. Highlights: What is already known about this topicReading on digital devices is becoming increasingly common.Reading comprehension in adult typical populations tends to be poorer when reading on digital versus printed mediums. This is known as the 'screen inferiority effect'.Yet, digital platforms are often used to enhance learning and reading outcomes for children with learning differences and for multilingual learners. What this paper addsAcross a range of children's reading outcomes, ages, languages and text characteristics, most studies find no difference between print and digital mediums.Weak evidence for the screen inferiority effect found for reading comprehension in typical populations, older children and while reading informational text.Larger benefit of digital found for engagement and other reading outcomes (e.g. vocabulary), particularly in younger children, those with learning differences and when digital platform is enhanced (e.g. with animations). Implication for theory, policy or practiceEducators should know that older children's reading comprehension of informational text is often higher with print.Young children's engagement tends to be higher with enhanced digital media, and digital text may help even the playing field for diverse populations of children (e.g. with learning differences and multilingual learners).With a growing reliance on digital media, it is critical to further explore conditions under which digital media can support reading and engagement across different reader groups. [ABSTRACT FROM AUTHOR]

Background: Digital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school‐aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of research in the field. Methods: We searched databases using terms related to EAL, reading comprehension and digital literacy instruction to identify relevant studies published on the topic between 2010 and 2023. Data were extracted regarding study context, participant characteristics, methodology, instruction characteristics and outcomes. We quantified the outcomes of instruction using standardised measures of effect size where possible and appraised the research quality of each study. Results: A total of 4382 studies were identified. Of these, 53 met our inclusion criteria. Studies were conducted across a variety of low‐ and high‐resource environments, including countries where English is a majority language and those where it is a non‐majority language. Learners from kindergarten through 11th grade were included across the studies. A range of reading comprehension strategies were utilised within the context of digital instruction, with multiple‐strategy instruction the most common. Digital instruction resulted in statistically significant gains in reading comprehension in 32 studies (small to large effect sizes). Our research quality analysis revealed variability in terms of rigour, further adding to the diversity across studies. We conducted a sub‐analysis of eight studies that met the highest standards of research quality. Like the full set of 53 studies, these eight studies reported on diverse types of digital instruction and diverse reading comprehension outcomes but tended to result in smaller effect sizes. Conclusions: Digital reading comprehension instruction can result in reading comprehension gains for children learning EAL, though findings are mixed. Further high‐quality research is needed. Highlights: What is already known about this topicIncorporating digital technology into English literacy instruction can be beneficial for monolingual and multilingual children.Some children learning English as an additional language (EAL) have difficulty with reading comprehension.Previous research in the field of digital instruction for reading comprehension in EAL learners has produced mixed findings. What this paper addsSchool‐aged children learning English as an additional language can improve their reading comprehension skills as a result of literacy instruction that incorporates digital technology.Much of the research on digital reading comprehension instruction for children with English as an additional language is of low quality.The highest quality studies in this field tend to report smaller effect sizes. Implications for theory, policy or practiceDigital instruction that incorporates multiple explicit reading comprehension strategies can effectively increase reading comprehension skills for learners with English as an additional language.Digital reading comprehension instruction can be successfully implemented in low‐resource environments given adequate training and support to educators and other practitioners.A focus on universal design would be beneficial in making sure digital reading comprehension instruction methods are accessible for all children. [ABSTRACT FROM AUTHOR]

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Background: Screen media are omnipresent in the lives of individuals of all ages. Research has indicated that parents frequently exhibit a motionless facial expression while engaging in quiet reading on their mobile devices while replying to text messages. Instances of disturbances in parent-child interactions have been noted when parents engage in media use, such as texting. We cannot fathom a life without our intelligent mobile devices. Prolonged use of smartphones might impair the manual abilities of our hands and fingers, such as dexterity and coordination, as a result of continuous gripping and tapping on the screen. Objective: In this review, we aimed to highlight the relationship between media screen use and handgrip strength, musculoskeletal pain, and quality of life among typically developing school-age children. Methods: An extensive literature search was conducted across multiple databases, including PubMed, Scopus, Science Direct, and Google Scholar, to identify studies related to media screen use and its positive and negative effects in children and adolescents. Conclusion: New technologies have clearly influenced the way children and adult communicate with others, families with their environment, and learn about the world. It is also associated with poor cognitive, linguistic, psychological, social and emotional skills. The negative impact of screen media use on the pediatric population includes obesity, mental health problems, decreased physical activity, unhealthy eating, headaches, sleep disturbances, psychosocial disturbances, musculoskeletal abnormalities, multi-located pain, hand function problems and associated reduced health-related quality of life. [ABSTRACT FROM AUTHOR]

"The Estate Origins of Democracy in Russia" by Tomila V. Lankina explores the Russian estate system and its impact on Russian society from the 19th century to the present day. The book highlights the persistence of inequality and regional differences in the development of democracy in Russia, influenced by the historical legacy of the estate system. Lankina also examines the emergence of the bourgeoisie and middle class in Russia, their survival during the Soviet era, and their role in shaping Russian society. The book challenges traditional approaches to social stratification and offers a fresh perspective on Russian history and development. [Extracted from the article]

Drawing on data from a mobile ethnography study of 12 adolescents from one secondary school, this article proposes to examine the everyday digital reading resources and practices of Singapore adolescent youths to better understand the print and new media (fiction) leisure reading habits of adolescents. Mobile ethnography, with its capacity to capture adolescents' actual reading through images, texts, and video recordings, provides a new way to document and understand the changing reading habits of adolescents. Participants documented their print and digital reading on a smartphone app over four days, followed by a photo-elicitation interview. Findings showed that these adolescents read for pleasure and were self-directed readers who invested time in reading various new media fiction texts such as ebooks, Japanese manga and fanfiction. Practices of new media reading include cross-media consumption, engagement in fandom behaviours, and interest-driven searching for diverse reading materials. Adolescents are motivated to read when the reading experience promises immersive entertainment. A good story, ease of access to interesting content and potential for multiple media engagements encourage adolescents' volitional reading. Implications for curriculum and future research on adolescent volitional reading are discussed. [ABSTRACT FROM AUTHOR]

Research shows that South African learners cannot read competently compared to those from other countries. This study investigates the different methods and approaches used in the teaching of reading skills in Sepedi Home Language in Foundation Phase learners with special focus on a primary school in Limpopo Province of South Africa. The research study sought to understand how teachers apply the different methods and approaches in teaching reading in the Foundation Phase so that learners are able to acquire the skills taught. A qualitative research method was used for data collection, in particular interviews and lesson observation. Purposive sampling was used to select the participants in the study, which were the teachers and learners. Thematic analysis was used to analyse all the datasets gathered in this study. Key findings include the following: Learners have varied reading opportunities at school; they have a fairly adequate reading opportunity at home; they were generally dissatisfied with the overall reading time allowed at school; Foundation Phase teachers have a fair understanding of what teaching reading skills entail; current methods used for teaching reading are inadequate; difficulties of teaching reading to non-Sepedi speaking learners; Departmental Heads provide useful support to teachers; and that there is a need to improve the reading skills of Foundation Phase learners. The study recommends that the Departmental officials should schedule regular workshops and do class visits in Foundation Phase for monitoring and supporting teachers in order for them to improve their teaching of reading; teachers need to make sure that they prioritise reading by engaging learners to participate in various activities that involve reading, and that learners should have access to the reading books that they use at school even at home, so that they could practise reading. [ABSTRACT FROM AUTHOR]

Expectations of big data across various fields, including education, are increasing. However, uncovering valuable insights from big data is like locating a needle in a haystack, and it is difficult for teachers to use educational big data on their own. This study aimed to understand changes in student participation rates during classes and teachers' teaching styles by analyzing educational big data. In the analysis, data from 120 students and two mathematics class teachers at a public junior high school in Japan were used. We applied the pruned exact linear time (PELT) algorithm to automatically identify significant changes in student participation during class. Based on the information obtained, we analyzed the interaction logs of teachers' e-book readers and clarified the relationship between student participation rates and teacher behavior patterns. Change point detection using the PELT algorithm showed a high F1-score of 0.7929, indicating good overall performance. We also investigated whether there was a relationship between class differences and teachers' actions and found a statistically significant difference. The results provide clues for improving student learning engagement and teachers' teaching styles, and they are expected to improve the quality of education by automatically identifying notable cases from educational big data. However, further research is required to improve data analysis methods, such as adjusting the parameters of algorithms based on the situation. [ABSTRACT FROM AUTHOR]

Younger generations are receiving their first regular digital device access at progressively earlier ages than previous generations on average, whereas disparities in their early digital device access are still being observed globally. The inequality of first regular digital device access may have profound long-term effects on one's information and communication technology (ICT) skills, but no evidence has suggested how unequal first regular digital device access impacts one's digital reading, which enables one to process and comprehend information in this digitized world. Thus, the current study investigated the relationship between the age at which children first regularly access digital devices and their digital reading performance at age 15 while considering the potential mediating effect of cognitive flexibility. A multilevel mediation model was proposed and tested using data from a cross-national sample of 156,277 15-year-old students from 18 OECD countries from the Programme for International Student Assessment (PISA). The results suggested that first regular digital device access after age 9 exerted a negative influence on digital reading scores in countries that generally had high levels of early digital access, and after age 13 in countries that had lower levels of early digital access. Additionally, cognitive flexibility mediated the association between the age at first regularly accessing digital devices and digital reading performance. Starting using digital devices regularly only after age 6, more evident at ages 9 to 12, was associated with lower levels of cognitive flexibility, which in turn led to worse digital reading performance. These findings demonstrated the importance of early first regular access to digital devices before school age (age 6) and highlighted the need for the cultivation of cognitive flexibility in family and school uses of digital devices. [ABSTRACT FROM AUTHOR]

Interest in using ebooks by the academic community is very high. Still, there is a problem when readers are reading through screens, tend to read fast, only scan the necessary parts, and don't focus on paying attention to the content they read, so this reduces the quality of reading because readers don't study the overall meaning of the sentence. Hence, this research aims to build an interactive reader system by integrating eye tracker technology with a webcam which is expected to solve the problem of decreasing the quality of reading through the screen by helping readers stay focused on their reading and providing an interactive system that makes it easier for readers to control the computer while reading. This research adopts the waterfall method and is divided into six stages. The system is designed using class diagrams, use case diagrams, and activity diagrams. Also, the system is built using the Python language with the Django framework. Then, the interactive reader system was tested using black box testing and usability testing methods. Based on the test results, it is shown that the interactive reader system that was built can help improve the quality and concentration when reading activities take place. [ABSTRACT FROM AUTHOR]

COVID-19 has changed the behavior of consumers of all services, including public library readers, related to the unavailability of services during lockdown periods and other restrictions precluding physical presence in the library. The aim of this case study was to learn what effects the COVID-19 pandemic had on e-book readers and their behavior. This article presents the results of the analysis of data from empirical surveys undertaken in August 2019 and August 2020 in the Municipal Library in Prague (Czech Republic). Findings revealed that readers do not prefer e-books due to the pandemic situation. Paper book preferences still prevail. The results show that the pandemic slightly adjusted the preference of book genres. The pandemic did not change readers' willingness to pay for library services but rather forced public libraries to adjust their service offerings and distribution channels. [ABSTRACT FROM AUTHOR]

This study investigates the impact of the COVID-19 pandemic on children's mediascape through a repeated cross-sectional study involving primary caregivers of children aged 7–13 in Australia. Survey 1 was conducted as COVID-19 lockdowns ended in 2021, to examine how extended lockdowns had affected children's reading habits and screen media usage and how parents had adapted their media supervision and guidance strategies. Survey 2 was carried out one year later to gain insights from the post-pandemic period. The data revealed that the pandemic and lockdowns had led to a substantial increase in children's ownership and usage of digital devices. In contrast, children's personal ownership of traditional books and e-book readers had declined, and digital books were less popular than other digital content. Parents, who expanded their involvement in active mediation and media co-use during the pandemic, largely reverted to monitoring and restricting their children's media activities after it. [ABSTRACT FROM AUTHOR]

Purpose: The current predominant delivery format resulting from digitization is PDF, which is not appropriate for the blind, partially sighted and people who read on mobile devices. To meet the needs of both communities, as well as broader ones, alternative file formats are required. With the findings of the eBooks-On-Demand-Network Opening Publications for European Netizens project research, this study aims to improve access to digitized content for these communities. Design/methodology/approach: In 2022, the authors conducted research on the digitization experiences of 13 EODOPEN partners at their organizations. The authors distributed the same sample of scans in English with different characteristics, and in accordance with Web content accessibility guidelines, the authors created 24 criteria to analyze their digitization workflows, output formats and optical character recognition (OCR) quality. Findings: In this contribution, the authors present the results of a trial implementation among EODOPEN partners regarding their digitization workflows, used delivery file formats and the resulting quality of OCR results, depending on the type of digitization output file format. It was shown that partners using the OCR tool ABBYY FineReader Professional and producing scanning outputs in tagged PDF and PDF/UA formats achieved better results according to set criteria. Research limitations/implications: The trial implementations were limited to 13 project partners' organizations only. Originality/value: This research paper can be a valuable contribution to the field of massive digitization practices, particularly in terms of improving the accessibility of the output delivery file formats. [ABSTRACT FROM AUTHOR]

The amount of immediately accessible reading resources is almost limitless in the WWW. Therefore, students depend on different digital devices to read rich and diverse types of hypertexts. This phenomenal shift from paper-based to digital reading has made students read more hypertexts than ever before. Still, little is known about the effects of hypertexts' intricate complexities on readers' comprehension and the new reading challenges hypertexts might pose to readers. Therefore, this review aims to examine the cognitive overload challenge in the hypertext environment. A significant amount of previous research in hypertext reading has raised concerns about the cognitive overload challenge in the hypertext environment. This review examines the problem of cognitively overload with regard to research published in the field. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of digital literacy in bilingual households, particularly regarding the use of Spanish-English books and reading apps. Topics include the impact of digital devices on home literacy practices, the benefits and challenges faced by caregivers in integrating digital reading into children's routines, and the role of mothers as primary facilitators of literacy activities at home.

The paper in hand aims at exploring Moroccan EFL learners' attitudes towards digital reading and word processing as well as the benefits and challenges associated with these two recently spread practices. A convenience sampling technique was utilized by the researchers of the present study to select a sample consisting of 64 EFL learners belonging to the School of Languages, Literature, and Arts, Kenitra. This sample involved 34 males and 30 females whose ages ranged between 21 and 52 years old. The participants were asked to fill out a 5-point Likert scale questionnaire divided into two sections, namely digital reading and word processing. The collected data were then analyzed using the 26th version of Statistical Package for Social Sciences software (SPSS). The findings of the survey indicate that the participants hold positive attitudes towards digital reading and word processing. They also reveal that the informants face challenges in digital reading similar to those they encounter in word processing. [ABSTRACT FROM AUTHOR]

Although electronic reading of fiction has become mainstream, little is known about how electronic texts are read, and whether this behavior is connected to readers' motivation or experience reading electronically. To address this gap, sixty undergraduate students' reading behavior was tracked while reading a 15- page short story. A novel method was used to study participants' frequency of task-switching, their reading speed, and navigational patterns unobtrusively, outside of the lab. Reading behavior was analyzed by two multilevel models to assess (1) whether variance in behavior could be predicted by the task context, such as location in text or timing of reading sessions, and (2) whether behavior was connected to participants' situational motivation to read the short story, their contextual motivation toward reading as an activity, or their task-relevant electronic experience. Our results showed that highly experienced and avid readers reacted to text difficulty more adaptively, indicating that motivation and electronic experience may have a key role in supporting comprehension. In contrast, situational motivation was not associated with reading behavior, contrary to our expectations. These findings provide a significant contribution to our understanding of e-reading, which can be used as a foundation to support recreational reading engagement on digital devices. [ABSTRACT FROM AUTHOR]

This text aims to affirm the role of Christian education of children and young people in contemporary society according to the moral and spiritual principles of the Church. It presents the importance of faith, reading, school, rules and other factors in the formation of the next generation. At the same time, the text addresses the challenge and danger of new technology, the temptation of entertainment and its permanent and free accessibility, as well as the harmful effects of digital devices on children (smartphone, tablet, laptop, internet, e-mail, social networks, etc.). In the context of many and varied challenges, the Church aims to highlight and preach the spiritual and moral methods that have formed and perfected whole generations of Christians throughout history among whom various saints, historical figures and people of culture have risen. In the family, the spiritual and moral upbringing of children is essential and is the basic form of its existence and one of its main purposes. [ABSTRACT FROM AUTHOR]

Introduction. Diabetes mellitus is a metabolic disorder that might result in short and long-term health complications and even death if not properly managed. This disease affected 451 million people in 2017 worldwide and these fi gures are expected to increase to 693 million by 2045. Currently, there is no cure for diabetes. However, self-management, especially keeping BG in the recommended range, is crucial to the treatment. Aim. The aim of this paper is to offer an overview of current literature regarding CGM technologies. We outline mechanism of action, current use of CGM and discuss pros and cons of using this method in DM management. Material and methods. A review of the literature available in PubMed and Google Scholar databases was conducted. Results and conclusions. Blood glucose measurement using a glucometer is an invasive method, not very comfortable for the patient, it detects only one temporary blood glucose level. This method does not reflect glucose fluctuations and trends, which makes effective diabetes management diffi cult. Even supplementing this method with HbA1c measurement does not bring as much relevant information for making therapeutic decision as CGM. The abundance of data provided by CGM and the ability to analyze them in greater detail, provide additional information to help achieve glycemic goals. It is a discreet and minimally invasive method, and the reading of blood glucose values can be easily read from mobile device. Data storage allows the doctor to view the past course of the disease and modify treatment. Manufacturers are constantly improving their devices, eliminating flaws, and the benefi ts of CGM improve treatment outcomes, which should translate into a reduction in the long-term complications of diabetes. Further research is needed, leading to the development of CGM technology. [ABSTRACT FROM AUTHOR]

Objective: In recent years, electronic reading and the use of e-reader applications have expanded. The purpose of this research is to identify the influencing factors on users' continuous use of e-reader applications. For this purpose, the proposed hybrid model based on the Theory of Expectation-Confirmation, Davis's Technology Acceptance Model, and Perceived Playfulness Theory have been used. Methodology: The current research is applied in terms of purpose and survey type. The research population includes students who use e- reader applications (Taqcheh, Fidibo, Ketab Rah, and Ketab Sabz). Among them, 300 active users of the mentioned readers were selected as the statistical sample of the research. The data collection tool is a questionnaire. This questionnaire is taken from a research in English, which was translated into Persian by the authors of this article. Therefore, in order to ensure the clarity of the questions and the correctness of the translation, its validity and ending were re-evaluated by the authors. In order to measure the validity of the questionnaire, the opinions of 5 experts and managers of e-reader programs as well as professors of information science who have scientific publications in the field of technology acceptance were obtained and applied. Next, to measure the reliability, a preliminary study was conducted with the participation of 30 people from the research community and the value of Cronbach's alpha coefficient was calculated, and the value of 0.908 (9.08%) showed that the measurement tool has a suitable and desirable reliability. The collected data were analyzed using the structural equation modeling method. For data analysis, use SPSS Version 25 and Amos version 22 were used. Findings: The research findings showed that the personalization of e-reader applications has a significant effect on the perceived usefulness of users. Also, the personalization of e-reader applications has an effect on the Perceived Playfulness of users. Among other findings of this research, we can mention the significant effect of usefulness and Playfulness of e-reader applications on user satisfaction. The effect of user satisfaction on the use of e-reader applications was also reported to be significant. According to the mentioned cases, all the hypotheses of this research were confirmed. Conclusion: Although more than a decade has passed since the emergence and use of electronic readers in the world, the use of this technology in Iran has been growing gradually in recent years. According to the results of this research and considering the competition of manufacturing companies, manufacturers are expected to consider aspects of personalization, playfulness, usefulness, and user satisfaction in designing e-reader applications. In this regard, a detailed study of the users of e-reader applications with an emphasis on age, gender, education and occupation, as well as knowing their reading needs, can help managers to know more about the design of userfriendly applications and make users continue to use them. [ABSTRACT FROM AUTHOR]

Recent efforts at book banning in the United States’ schools and libraries have produced a number of material iterations of anti-banning sentiment in online retail spaces like Etsy. Most scholarship on banned books comes from an education or library science perspective, with little book or media studies scholarship focused on how banned books are represented in online spaces. In this paper, we examine the top 50 results from searching “banned books” on Etsy to understand how merchandise that engages with the topic visually represents banned books. We find that banned book imagery often ignores more recent banned books, especially those featuring LGBTQ+ characters, in favor of older or more “classic” banned books. We also find that the banned book merchandise under examination here, like other social media reading spaces such as Instagram and BookTube, participates in glorifying the physical book as an object of credibility, despite the role digital reading devices play as both objects of banning and as a means of resistance. The results of our examination show ongoing disconnect between the perceived threat and the realities of book banning, as well as a desire to maintain an aesthetic of the “classic” as under attack. [ABSTRACT FROM AUTHOR]

This quasi‐experimental study compares text‐centered dialogs between two groups of intermediate second language (L2) French learners: traditional face‐to‐face (FTF) discussion groups; and groups who annotated and discussed texts through the digital social annotated reading (DSAR) platform, Hypothes.is. All participants read the same articles, with discussions guided by the same reading questions. Participants' dialogs in both conditions were coded based on types of discursive moves, then analyzed through a framework of social, textual, and linguistic affordances. Findings revealed that social affordances emerged significantly more frequently than other affordances among FTF groups while textual affordances emerged significantly more frequently than other affordances among DSAR groups. Findings support the benefits of DSAR tools for more anchored discussions over traditional FTF classroom discussions, with the caution that DSAR tools alone do not necessarily promote deep discussion of foreign language texts. Beyond pedagogical implications, this study suggests an expansion of theoretical frameworks of affordances in future DSAR research. The Challenge: How can we leverage new technologies in designing pedagogical activities that scaffold students in text‐centered discussions of authentic foreign language texts? How can we ensure that we balance the use of new technologies in productive ways without assuming that they will do the work of the teacher? [ABSTRACT FROM AUTHOR]

Consumer decision-making within a specific product category can take many forms. This study investigates the individual-specific transferal processes in new product adoption through cognitive, affective, and conative stages. We propose a general and flexible Bayesian multivariate regression model and fit the model to survey data on dedicated E-book reader adoption. The results show that—among six possible transition paths—all paths are feasible for the decision-making process, except for the conative → cognitive → affective path. In terms of market share, those who follow the hierarchy of effect process describing the cognitive → affective → conative process has the biggest market share and those following affective → conative → cognitive path has the smallest share. The contribution of this research is twofold. From a theoretical perspective, this study developed an estimable model for capturing heterogeneity in consumers' decision-making process. Practically, the study empirically shows that a variety of decision-making paths exist, using survey data on the Korean E-book reader market. In the substantive domain, capturing the heterogeneity of consumer decision-making could provide marketers with insights to help profile consumers and with a basis for customer segmentation. [ABSTRACT FROM AUTHOR]

The article discusses the need for a new Pandemic Agreement to address the inequities and shortcomings in global health systems, particularly in Africa, that were exposed during the COVID-19 pandemic. The World Health Organization (WHO) is currently drafting this agreement, which aims to fill policy gaps in the International Health Regulation (IHR) and ensure equity worldwide. Key issues being negotiated include pathogen access and benefit sharing, research and development, financing, and technology transfer. The article emphasizes the importance of rapid sharing of pathogen data and equitable access to countermeasures for pandemic preparedness and response, particularly for low-income countries. It also highlights the need for robust governance, compliance management, and implementation systems in the agreement, while ensuring that African nations are not burdened by reporting bureaucracy. The article calls for inclusive governance, regional manufacturing, technology transfer, and research and development conditionalities to be included in the agreement. It emphasizes the relevance of the agreement for African countries and the importance of African leadership in achieving equitable and sustainable health security. The article concludes by stating that equity should be integrated into all parts of the agreement to prevent the wide health and economic implications of future global pandemics. The article also discusses the role of the Africa Centres for Disease Control and Prevention (Africa CDC) in responding to the COVID-19 pandemic in Africa. It highlights the lessons learned from this experience and emphasizes the importance of African leadership in addressing public health threats. The authors argue that the Africa CDC's response to the [Extracted from the article]

The article discusses the results of the 2023 Two Sides Trend Tracker Survey, highlighting consumer attitudes towards print, paper, and paper-based packaging. It covers topics such as environmental perceptions, changes in media consumption habits, and preferences for eco-friendly packaging materials.

Introduction: Although mobile devices are used ubiquitously, studies on their detrimental effects on preschoolers are limited. Furthermore, no study has considered shared reading and mobile device usage simultaneously. Therefore, this study examined the effects of mobile devices and shared reading on preschoolers' development along with the effects of maternal depression on this association. Materials and methods: Mothers of 202 children aged 2–5 years were recruited in Taiwan. Maternal self-reported questionnaires on mobile device usage, shared reading, and child's emotional and behavioral development were collected. Multiple linear regression models were used for analyses. Results: Mothers' higher usage time on mobile devices and an education level of college or less were significantly associated with the child's exceeding recommended use of mobile devices. Particularly among depressed mothers, preschoolers' exceeding recommended use of mobile devices was associated with more sleep (β = 9.87, 95% confidence interval [CI] = 1.34, 18.40) and attention (β = 7.20, 95% CI = 1.50, 12.91) problems, whereas shared reading was associated with less somatic complaints (β = −16.19, 95% CI = −32.22, −0.15) and withdrawn (β = −21.50, 95% CI = −40.52, −2.47), compared with their respective counterparts. Conclusion: Our study suggested the beneficial effects of shared reading. Moreover, we highlighted the adverse effects of preschoolers' exceeding recommended use of mobile device on sleep and attention problems, especially for children of mothers with depression. [ABSTRACT FROM AUTHOR]