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The effective monitoring of railway facilities is crucial for safety and operational efficiency. This study proposes an enhanced remote monitoring technique for railway facilities, specifically bridges, using satellite radar InSAR (Interferometric Synthetic Aperture Radar) technology. Previous studies faced limitations such as insufficient data points and challenges with topographical and structural variations. Our approach addresses these issues by analysing displacements from 30 images captured by the X-band SAR satellite, TerraSAR-X, over two years. We tested each InSAR parameter to develop an optimal set of parameters, applying the technique to a post-tensioned PSC (pre-stressed concrete) box bridge. Our findings revealed a recurring arch-shaped elevation along the bridge, attributed to temporal changes and long-term deformation. Further analysis showed a strong correlation between this deformation pattern and average surrounding temperature. This indicates that our technique can effectively identify micro-displacements due to temperature changes and structural deformation. Thus, the technique provides a theoretical foundation for improved SAR monitoring of large-scale social overhead capital (SOC) facilities, ensuring efficient maintenance and management.

This article explores how a laboratory middle school (LMS) serving students from low-performing elementary schools and students with academic or social-emotional challenges is developing as a trauma-responsive school. The authors explore the literature, school/community context, student cases, and the ways in which classroom and school-wide practices are trauma-informed. Trauma-informed practices focus on individual students as well as whole classroom and school-wide initiatives, potentially benefiting all, not only those students experiencing trauma. At LMS, a community of care system, evaluation committee, tribe and village meetings, the democratic classroom approach, project-based learning, as well as focused enrichment and remediation are all initiatives that have demonstrated some success. Documentation of such successes merits exploration in other middle schools. The LMS team seeks to understand and implement highest leverage practice as students are challenged academically, their socioemotional needs are supported, and resiliency is built not only in the classroom but also in the lives of the young adolescents themselves.

Learning and teaching on physical university campuses have been enhanced by digital technology both in formally scheduled learning and teaching events and in the less formal spaces in which the higher education experience unfolds. The digital skills and know-how with which students arrive at university will arguably develop throughout the academic journey, though the extent to which they will underpin students' growth into digital citizens, that is, confident and competent participants in a broader range of digitally enhanced social and professional communities, is likely to vary. The present article is the outcome of a research project which explored how students experience learning, teaching and communicating through digital technologies on a range of undergraduate courses at a UK university. Focus groups with fifty-five students in different years of study across twenty-three undergraduate courses revealed a nuanced understanding of the notion of 'digital native', yet a lack of readiness to link participation in digital spaces to digital citizenship and to articulate attributes of an effective participant in digital communities. The focus groups highlighted inconsistent alignment between personal, academic and professional digital spaces. They clearly signalled a need to explore further the commonalities and points of intersection between the three, moving beyond a skills mindset, and paying particular attention to the way in which participants in higher education construct and take up virtual identities, how they negotiate access to digital environments, the degree of control they are able and ready to exercise over digital spaces, and the contribution that universities can make to facilitate the complex developmental journeys towards digital citizenship.

Many middle level teacher education programs attempt to explicitly address goals such as developmental responsiveness, empowerment and equity. Over the past 3 years, faculty at a regional comprehensive university explored perceptions of professional growth among middle level teacher candidates in a program that attempts to meet these aspirations. Analysis of reflective essays written in response to course assignments have documented ways that participants expressed views of themselves as teachers who reflected the values emphasized during professional courses and internships. Reflecting on internships provided opportunities for participants to analyze classroom experiences using these values as lenses, questioning themselves at times and affirming their values with concrete examples at other times. Insights from this study have guided faculty in designing a developmental framework that scaffolds teacher learning more precisely. Examples from student work provide illustrations of one candidate's learning trajectory.

Pollinating animals are critically important to the maintenance of virtually all terrestrial ecosystems, yet the population status of most pollinating species often goes unnoticed. Butterflies, moths, bats, birds, bees, beetles, [...]

Pollinating animals are critically important to the maintenance of virtually all terrestrial ecosystems, yet the population status of most pollinating species often goes unnoticed. Butterflies, moths, bats, birds, bees, beetles, [...]