Search Results (133)

Background/Objectives: A randomized controlled trial (RCT) was designed to test the emerging role of respiratory mechanics as part of physiotherapy in patients with non-specific chronic neck pain (NSCNP). Methods: Ninety patients with NSCNP and symptom duration >3 months were randomly allocated to three intervention groups of equal size, receiving either cervical spine (according to the Mulligan Concept) and diaphragm manual therapy plus breathing reeducation exercises (experimental group—EG1), cervical spine manual therapy plus sham diaphragmatic manual techniques (EG2), or conventional physiotherapy (control group—CG). The treatment period lasted one month (10 sessions) for all groups. The effect on the cervical spine range of motion (CS-ROM) and on the craniovertebral angle (CVA) was examined. Outcomes were collected before treatment (0/12), after treatment (1/12), and three months after the end of treatment (4/12). The main analysis comprised a two-way mixed ANOVA with a repeated measures factor (time) and a between-groups factor (group). Post hoc tests assessed the source of significant interactions detected. The significance level was set at p = 0.05. Results: No significant between-group baseline differences were identified. Increases in CS-ROM and in CVA were registered mainly post-treatment, with improvements maintained at follow-up for CS-ROM. EG1 significantly improved over CG in all movement directions except for flexion and over EG2 for extension only, at 1/12 and 4/12. All groups improved by the same amount for CVA. Conclusions: EG1, which included diaphragm manual therapy and breathing re-education exercises, registered the largest overall improvement over CG (except for flexion and CVA), and for extension over EG2. The interaction between respiratory mechanics and neck mobility may provide new therapeutic and assessment insights of patients with NSCNP. Full article

This study aims to evaluate how key financial, educational, technological, and institutional drivers shape resource efficiency (RCE), a critical pillar of sustainable development—across major economies. Enhancing RCE is vital for ensuring long-term ecological and economic stability while meeting global sustainability targets. Using panel data from 2000 to 2022 for G20 countries, this research examines the dynamic effects of natural resources (NRSs), educational quality (EDQ), financial inclusion (FIN), green innovation (GRI), and economic complexity (ECC) on RCE. The Cross-Sectional Autoregressive Distributed Lag (CS-ARDL) model is applied to capture both short- and long-term relationships and is validated by robustness checks using the Augmented Mean Group (AMG) and Common Correlated Effects Mean Group (CCEMG) estimators. The results show that EDQ and FIN exert a negative influence on RCE, suggesting that governance inefficiencies occur when aligning education systems and financial mechanisms with sustainability goals. In contrast, NRS, GRI, and ECC significantly enhance RCE, underscoring the value of resource stewardship, innovation-driven transitions, and complex economic structures in promoting efficiency. These findings have governance implications, emphasizing the need for institutional reforms that integrate sustainability into the education and financial sectors while supporting green innovation and economic diversification. Policymakers in G20 economies are urged to implement coherent strategies that redirect educational and financial frameworks toward inclusive, resilient, and resource-efficient development pathways, thereby advancing the United Nations Sustainable Development Goals (SDGs). Full article

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

Objective: The present study investigated the relationship between protein and amino acid supplementation and various associated aspects among recreational gym goers at 2 gymnasiums in Oradea (Romania). Methods: A total of 165 gym goers (110 men and 55 women, most of them 18–30 years old) with high educational levels were included in the present study, which was conducted as face-to-face interviews. Results: Participants were divided into 4 groups: protein supplement users (PSUs, 42/165), creatine supplement users (CSUs, 38/165), L-carnitine supplement users (LcSUs, 37/165), and protein + creatine + L-carnitine supplement users (PCLcSUs, 48/165). Most consumers were young (18–30 years) and preferred the triple combination. Females consumed PS and CS (38.2% and 34.5%, respectively), while the most-used NSs by males were PCLcS (36.4%) and LcS (27.3%). Obese gym goers opted for LcS consumption (r = 0.999, p < 0.05). Creatine and L-carnitine were consumed for force training (65.79 and 62.16%), while PCLcS and PS were used in cardio + force and force training in equal measures (42.86 and 47.92%, respectively). Most PSUs were gym goers for 7–12 months and more than 1 year (r = 0.999 and r = 0.952, respectively, p < 0.05), while PCLcSUs had a training frequency of at least 5 times a week (r = 0.968, p < 0.05). Muscle mass growth was the primary training focus for all NS users (57.89%), followed by muscular tonus (40.54%, p < 0.05). Almost 30% of one-only NS users reported various side effects, whereas all PCLcSUs claimed side effects (p < 0.05). Conclusions: Age and gender were key factors in diet type, training type, frequency, duration, scope, NS type, and dose intake. The frequency of side effects substantially depended on the kind of NS and the dose consumed. The present study’s results highlight the need for health professionals’ advice and monitoring in personalized diets and protein and amino acid supplementation in recreational gym goers. Full article

The rapid evolution of the transport industry requires a deep understanding of user preferences for emerging mobility solutions, particularly carsharing (CS) and autonomous vehicles (AVs). This study employs machine learning techniques to model transport mode choice, with a focus on traffic safety perceptions of people towards CS and privately shared autonomous vehicles (PSAVs). A stated preference (SP) survey is conducted to collect data on travel behavior, incorporating key attributes such as trip time, trip cost, waiting and walking time, privacy, cybersecurity, and surveillance concerns. Sociodemographic factors, such as income, gender, education, employment status, and trip purpose, are also examined. Three gradient boosting models—CatBoost, XGBoost, and LightGBM are applied to classify user choices. The performance of models is evaluated using accuracy, precision, and F1-score. The XGBoost demonstrates the highest accuracy (77.174%) and effectively captures the complexity of mode choice behavior. The results indicate that CS users are easily classified, while PSAV users present greater classification challenges due to variations in safety perceptions and technological acceptance. From a traffic safety perspective, the results emphasize that companionship, comfort, privacy, cybersecurity, safety in using CS and PSAVs, and surveillance significantly influence CS and PSAV acceptance, which leads to the importance of trust in adopting AVs. The findings suggest that ensuring public trust occurs through robust safety regulations and transparent data security policies. Furthermore, the envisaged benefits of shared autonomous mobility are alleviating congestion and promoting sustainability. Full article

Background/Objectives: Early care and education programs promote children’s social–emotional development, predicting later school success. The COVID-19 pandemic worsened an existing youth mental health crisis and increased teacher stress. Therefore, we applied an infant and early childhood mental health consultation model, Jump Start Plus COVID Support (JS+CS), aiming to decrease behavioral problems in children post-pandemic. Methods: A cluster randomized controlled trial compared JS+CS to an active control, Healthy Caregivers–Healthy Children (HC2), at 30 ECE centers in low-income areas in South Florida. Participants were not blinded to group assignment. Teachers reported on children’s social–emotional development at baseline and post-intervention using the Devereux Early Childhood Assessment and Strengths and Difficulties Questionnaire. We assessed whether teacher stress, classroom practices, and self-efficacy mediated the relationship between JS+CS and child outcomes. We also explored whether baseline behavior problems moderated JS+CS effects on child protective factors, relative to HC2. Results: Direct group-by-time differences between JS+CS and HC2 were limited. However, JS+CS demonstrated significant within-group improvements in teacher-reported child protective factors, behavior support practices, and classroom safety practices. Classroom safety practices consistently mediated positive changes in child behaviors, including the DECA total protective factor score and subdomains of initiative and self-regulation. Additionally, teacher perceptions of behavior support mediated gains in child attachment. Conclusions: JS+CS shows promise in building protective systems around children through intentional support for teachers, underscoring the value of whole-child, whole-environment approaches in early intervention. Full article

Citizen science (CS) has the potential to be a crucial tool to effectively address positive contributions in the global context of the challenges of change in our societies and environment. Recent research highlights the growth of CS in formal education, but little is known about scientists’ perceptions. This study investigated the perception of 170 faculty members from 32 Brazilian federal universities regarding public engagement across different stages of CS. We conducted a cross-sectional, descriptive study using a semi-structured questionnaire distributed via Google Forms and composed of 40 open and closed questions covering the sociodemographic, professional, and conceptual aspects of CS. The data were analyzed using descriptive statistics in Microsoft Excel^®, Likert-scale responses were processed in R (version 4.1.4), and qualitative perceptions were synthesized through a word cloud analysis. The results show that most participants were women, with significant representation from the humanities. CS is widely perceived by scientists as positive and educational, despite concerns about methodological and practical limitations. Future perspectives emphasize the importance of the adoption of standardized protocols and fostering collaborative projects, particularly involving quilombola and Indigenous communities. The recognition of volunteer contributions—through acknowledgements, nominal mentions, and co-authorship—is valued, as are training programs and data validation by professional scientists, which are strongly recommended. Although many faculty members believed that CS democratizes access to science, active participation among this group remains limited. This study concludes that although faculty shows a favorable attitude toward CS, practical challenges hinder broader participation. Future efforts should focus on fostering faculty engagement, implementing robust training and validation procedures, and developing inclusive, community-based research models. Full article

As recent advancements in large language models enhance reasoning across various domains, educators are increasingly exploring their use in conversation-based tutoring systems. However, since LLMs are black-box models to users and lack human-like problem-solving strategies, users are hardly convinced by the answers provided by LLMs. This lack of trust can potentially undermine the effectiveness of learning in educational scenarios. To address these issues, we introduce a novel approach that integrates multi-agent debates into a lecture video Q&A system, aiming to assist computer science (CS) university students in self-learning by using LLMs to simulate debates between affirmative and negative debaters and a judge to reach a final answer and presenting the entire process to users for review. This approach is expected to lead to better learning outcomes and the improvement of students’ critical thinking. To validate the effectiveness of this approach, we carried out a user study through a prototype system and conducted preliminary experiments based on video lecture learning involving 90 CS students from three universities. The study compared different conditions and demonstrated that students who had access to a combination of video-based Q&A and multi-agent debates performed significantly better on quizzes compared to those who only had access to the video or video-based Q&A. These findings indicate that integrating multi-agent debates with lecture videos can substantially enhance the learning experience, which is also beneficial for the development of students’ high-order thinking abilities in the future. Full article

In recent years, the importance of developing the tourism sector and diversifying income sources has grown in the Gulf Cooperation Council (GCC) countries. This paper estimates the impact of tourism industry development on income equality in the GCC region from the first quarter of 2014 to the fourth quarter of 2023. Furthermore, this paper evaluates the existence of the Kuznets curve and its implications for income distribution. To achieve these objectives, this study employs panel cointegration tests and the cross-sectionally augmented autoregressive distributed lag (CS-ARDL) model. The dataset combines quarterly data from the World Bank and national statistical agencies, including indicators such as tourism revenue, international arrivals, government effectiveness, and education expenditure (used as a proxy for income equality). The results indicate that tourism revenue (TOU) has a significant and positive long-run effect on income equality (0.14%). In the short run, the squared term of tourism revenue (TOU2) becomes significant and positive (0.01%), but the findings do not support the Kuznets curve hypothesis. Furthermore, the number of international travelers (TRAV) has a negative and significant effect in the long run, while government effectiveness (GE) is negative and significant in both the long and short run. A key limitation of the study lies in the use of education expenditure as a proxy for income equality, due to the unavailability of consistent inequality metrics across the GCC countries. Full article

This study explores how collaboration and communication in drama education enhance students’ critical thinking skills, guided by the core literacy framework (5Cs): collaboration, communication, critical thinking, creativity and cultural awareness. This framework, recognized as a foundation for 21st-century learning, forms the theoretical basis for the analysis of how group dynamics and expressive activities in theater contribute to cognitive and social skill development. Using a mixed-methods approach, this study surveyed 98 university students and conducted in-depth interviews with 15 participants to gather both quantitative and qualitative data. Regression analysis revealed significant positive effects of collaboration (b = 0.436, p < 0.001) and the interaction between collaboration and communication (b = 0.236, p = 0.001) on critical thinking. Qualitative findings corroborated these results, highlighting how structured collaborative practices systematically cultivate multiperspective analysis, problem solving and evaluative thinking. The findings underscore the synergistic relationship between collaboration and communication, emphasizing their combined role in cultivating critical thinking. Additionally, the study demonstrates that gender and role diversity influence how students develop core literacies, with female students excelling in emotional expression and communication, while male students show strengths in creativity and originality. Full article

The integration of 3D modeling and printing (3DMP) into STEAM education has the potential to foster 21st-century skills, including creativity, critical thinking, collaboration, and communication (the four C’s). This study investigates whether gender influences the use of 3DMP among pre-service mathematics teachers and how this technology supports the creation of meaningful STEAM learning experiences. Over 100 project documentations from Austrian university students were analyzed, evaluating their potential to promote the four C’s and their transdisciplinary connections. Results indicate minimal gender differences, with both male and female participants incorporating technical, artistic, and creative elements into their projects. These findings challenge stereotypes about technology as a male domain and suggest that integrating emerging technologies such as 3DMP into teacher training inherently supports gender-neutral outcomes, promoting inclusivity and equity in STEAM education without requiring explicit gender-focused interventions. The study contributes to ongoing discussions about gender perceptions and technology integration in education, offering insights into fostering inclusive and equitable STEAM teaching practices. Full article

The mental health of college students has become a key focus in higher education, and physical activity may play a crucial role in promoting positive psychology among college students. This study explores the relationship between physical activity and physical self-efficacy among college students and analyzes the mediating effect of psychological resilience to provide theoretical support for health intervention strategies. This study included a sample of 369 college students aged 18–25 from the Zhuhai Campus of Beijing Normal University. The International Physical Activity Questionnaire-Short Form (IPAQ-S), the Connor-Davidson Resilience Scale (CD-RISC), and the Physical Self-Efficacy Scale for College Students (PSES-CS) were administered to 369 students (138 males and 231 females) through a questionnaire survey. The data were processed using SPSS 29.0 and AMOS 26.0 software. Significant positive correlations were found between physical activity, psychological resilience, and physical self-efficacy. Regression analysis revealed that physical activity had a significant effect on psychological resilience and physical self-efficacy and explained 8.3% and 14.9% of the variance, respectively. Psychological resilience partially mediated the relationship between physical activity and physical self-efficacy, accounting for 30.05% of the total effect. Moreover, gender moderated the relationship between physical activity and physical self-efficacy. Physical activity can enhance the physical self-efficacy of college students, with psychological resilience playing a partial mediating role and gender acting as a moderating factor. Emphasizing the cultivation of psychological resilience in educational and personal growth processes is highly important for improving individuals’ physical self-efficacy and well-being. Full article

The TDM Test Scheduler and TAM Optimization Toolkit is a novel, integrated, and user-friendly solution designed for engineers, researchers, and instructors working in the field of manufacturing tests. It effectively supports test planning for multicore, DVFS-based SoCs with multiple voltage islands, offering optimized solutions that minimize test costs while ensuring compliance with power and thermal constraints. The toolkit provides (a) a high-level language (HLL) for the intuitive representation of test processes, along with a smart syntax and logic checker for verification; (b) an advanced compilation and execution environment featuring two computationally efficient Time-Division Multiplexing (TDM)-specialized solvers; (c) a sophisticated Test Access Mechanism (TAM) optimization framework; (d) a customized visualization environment capable of depicting and animating power- and thermal-annotated test schedules; (e) a versatile testbed for educational and research activities. Full article

Environmental degradation poses a significant global challenge which necessitates innovative strategies to achieve sustainability. This study investigates the impact of technological innovation (TCN), higher education (EDU), green finance (GRF), globalization (GLI), and entrepreneurship (ENT) on environmental quality (EQ) in G20 countries. The study uses panel data from 2000 to 2020 to investigate relationships between study variables. Among the various diagnostic tests conducted, the Variance Inflation Factor (VIF) confirms that multicollinearity is not present. Furthermore, the cross-sectional dependence (CSD) test identifies cross-sectional interdependence among the study variables. Moreover, the slope homogeneity (SL) test indicates heterogeneity in the data. For the stationarity check, the Cross-Sectional Augmented Im–Pesaran–Shin (CIPS) test indicates mixed results. Finally, the study uses the Cross-Sectionally Augmented Autoregressive Distributed Lag (CS-ARDL) and the Generalized Method of Moments (GMM) for the long- and short-run analysis of variables. The outcomes of CS-ARDL indicate that GLI has a significant negative impact on EQ, hence causing deterioration in G20 economies. On the other hand, TCN, EDU, GRF, and ENT show positive and significant impacts on EQ, therefore enhancing environmental outcomes. Additionally, the Dumitrescu–Hurlin causality test reveals bidirectional causality, which highlights the interconnected relationship between TCN and ENT with EQ. However, GRF, EDU, and GLI demonstrate unidirectional causality with EQ. The takeaway of the study focuses on the importance of policies in promoting green innovation, resource efficiency, and sustainable practices to advance environmental quality within G20 economies. Full article

The integration of artificial intelligence (AI) into computer science (CS) education is evolving, yet its specific application in database instruction remains underexplored. This systematic review analyzes 31 empirical studies published between 2020 and 2025, examining how AI applications support teaching and learning in CS, with an emphasis on database education. Following the PRISMA methodology, the review categorizes AI applications according to instructional design models, roles, actions, benefits, and challenges. Findings indicate that AI tools, particularly chatbots, intelligent tutoring systems, and code generators, effectively support personalized instruction, immediate feedback, and interactive problem-solving across CS and database-specific contexts. However, challenges persist, including AI inaccuracies, biases, student dependency in AI, and academic integrity risks. The review also identifies a shift in programming education as AI reshapes software development practices, prompting a need to align curricula with evolving industry expectations. Despite growing attention to AI applications in programming education, database-related research remains limited. This review highlights the necessity for further empirical investigations specifically in database instruction, including more extensive studies addressing AI-driven pedagogical strategies and their long-term impacts. The results suggest that careful integration of AI tools can complement traditional instruction, emphasizing the critical role of human educators in achieving meaningful and effective learning outcomes. Full article