Search Results (60)

Typo-morphology, as interpreted by the Italian School of Planning, provides an approach to investigate the relationship between built form and socio-cultural patterns in vernacular settlements. This study examines Harran, a heritage site in southeastern Türkiye known for its distinctive conic domed dwellings, to explore how typo-morphological analysis can inform culturally sensitive design and adaptive reuse approaches. Despite its historical significance and inclusion in the UNESCO tentative list, Harran faces insufficient documentation, fragmented governance, limited conservation, and increasing pressure from urbanization and natural disasters. Using multiple sources and fieldwork, the research reconstructs the morphological evolution of Harran through diachronic maps across compound, district, and town scales. Reflections from Alberobello, Italy, i.e., the sister city of Harran and a UNESCO-listed town with a similarly unique vernacular fabric, provide a comparative view to explore different heritage management approaches. Harran evolved through informal, culture-driven growth, whereas Alberobello followed a regulated path. While Alberobello benefits from planned development and institutional preservation, Harran faces partial abandonment and neglect. By positioning typo-morphology as a conceptual planning tool, this paper emphasizes the need for context-responsive, ethically grounded, and inclusive approaches to heritage planning and conservation. It argues for planning practices that are not only technically competent but also attuned to place-based knowledge, local identities, and the long-term sustainability of living heritage. Full article

The preservation of historical monuments is vital, especially in societies that do not have a rich written history. One method to ensure the preservation and transmission of cultural heritage is to reuse abandoned historical buildings. “On-site documentation” is fundamental for effective adaptive reuse. During this process, the plans and construction phases of many historical buildings are obtained for the first time. This study goes beyond theoretical boundaries and focuses on approaching the documentation, evaluation, reuse and preservation of cultural heritage from an operational perspective. The historical building in question was built as a primary school by Armenian craftsmen at the end of the 19th century in the town of Zara, Sivas. After changing hands, it became a mansion and is currently abandoned. This study discusses and proposes the buildings’ reuse as an urban memory museum by means of CAD-supported on-site analytical surveys based on classical, laser, and total station measurements. Full article

This paper presents research on the origin, scope, evolution, and rationale of knowledge about polynomials in high school mathematics. Within the framework of the Anthropological Theory of the Didactic, Croatian high school curricula and textbooks were analyzed, and four models of knowledge to be taught were identified in the period following the formal abandonment of New Math principles. None of the identified models provides a unified discourse that integrates knowledge about polynomials transposed from scholarly domains of algebra and mathematical analysis. In relation to other curricular content the knowledge about polynomials has two-fold importance: (1) contributing to the development of various techniques related to high school algebra and calculus; (2) serving as a fundamental example in the formation of the notion of a function. Thus, the observed reduction in polynomial content over the analyzed period affects both practical and theoretical knowledge. The findings suggest that curricular changes have primarily focused on the selection of knowledge, with scarce adaptations of knowledge to be taught compared to the knowledge before each curricular change. This has led to a persistent gap between algebraic and analytical approaches to polynomials, potentially influencing the learned knowledge even among the highest-achieving students. Despite polynomials’ epistemological and didactical potential to bridge high school algebra and calculus, their restriction to specific forms of algebraic expressions and linear and quadratic functions contributes more to the fragmentation of high school mathematics. Full article

Latvia after the collapse of the Soviet Union regained its independence in 1991. Since then, many political and social reforms have been introduced, minority education among them. Latvia began gradually abandoning the use of minority languages as mediums of instruction and switching to teaching exclusively in Latvian as the sole state language. This caused protests by minority groups, especially by Russians—the largest minority group in Latvia. The article examines 77 online news articles by Latvian, Russian, and European media covering protests against minority education reform in Latvia between 2004 and 2024. Each news article used at least one photograph/video of placard(s) with written information from the protests. The aim of the article is to understand how different media represent the linguistic landscape of protests against minority education reform and what are the main discourses they create and maintain regarding to the linguistic landscape of such protests in Latvia. The description of the linguistic landscapes shows three main trends: (1) only journalists (most often anonymous) describe the written information expressed at the protests, (2) emphasis is on the number of placard holders at the protests, their age and affiliation with minority support organizations and political parties, (3) author(s) quote individual slogans, more often demonstrated from one protest to another, without disclosing in which language they were originally written and what problems (within and behind the language education) they highlight or conceal. The main narratives that are reinforced through the descriptions of the linguistic landscapes included in the articles are two: (1) the Russian community is united and persistent in the fight against the ethnolinguistically unjust education policy pursued by the government, and (2) students, parents, and the Russian community should have the right to choose which educational program to study at school. Full article

Teacher burnout, a combination of emotional exhaustion, depersonalization, and diminished personal accomplishment has been increasing, notably during the COVID-19 pandemic. Our 2022 study revealed significant burnout levels, identifying that teachers’ pandemic experiences had adverse “Consequences” that left them feeling “Overburdened”, and “Abandoned”. Although COVID-19 has receded, recent findings indicate that Irish teachers continue to face heightened demands without adequate support. This follow-up comparative study aims to deepen understanding of post-pandemic teacher burnout by using the same questions from the 2022 study to understand and analyse these evolving stressors. A qualitative, comparative approach was employed. Participants (n = 337) were recruited from various school types across Ireland. A Study Specific Questionnaire (SSQ) with open-ended questions allowed for thematic analysis, comparing responses with 2022 themes to explore continuity and changes in burnout experiences. Thematic analysis revealed four major themes: (1) Administrative Overload—increasing paperwork and curriculum changes; (2) Unrealistic Expectations—pressures from parents, society, and authorities; (3) Lack of Community Support and Empathy—teachers reported a sense of isolation and a need for mutual support; and (4) Inadequate Mental Health and Professional Support—insufficient mental health resources for both educators and students. The study underscores the urgent need for systemic changes to address teacher burnout in Ireland. Recommendations include reducing administrative load, clarifying professional boundaries, fostering empathy within the school community, and expanding mental health services. Addressing these factors is essential for sustaining a resilient educational system in the post-pandemic context. Full article

Sexual violence among school-aged girls is a global health problem. Research has shown that school-aged girls experience high rates of sexual violence that often go unreported. In Kenya, one in three girls experiences sexual violence before the age of 18. Sexual violence against girls can prevent them from safely attending school and cause health issues that affect school performance. This qualitative study explored community and environmental factors associated with sexual violence against school-aged girls in Kitui County, Kenya. A total of 25 in-depth interviews were conducted with key stakeholders from Kitui South Sub County. The stakeholders were from six sectors, including the police, health, education, community, religious, and criminal justice sectors. The data were analyzed using conventional content analysis to gain an understanding of the stakeholder’s perspectives and knowledge relating to sexual violence against school-aged girls. Stakeholders frequently identified the criminal justice system, culture and traditional beliefs, and threats to well-being as barriers to reporting sexual violence offenses. Girls who experience sexual violence often contend with shame from the community, and the effects of stigma include loss of resources, additional violence, poorer marriage prospects, unplanned pregnancies, school dropouts, or abandonment. Perpetrators often threatened or bribed the families of girls who experienced sexual violence with gifts or monetary incentives to prevent them from reporting the crime to local authorities, while the criminal justice system itself presents numerous challenges for victims. The reporting of sexual violence could be increased by focusing on intervention strategies that challenge attitudes, norms, and behaviors rooted in gender inequality. By addressing the underlying causes of stigma and inequality, we can create a safer environment for school-aged girls to report sexual violence and seek justice. Full article

Historical urban environments are frequently abandoned with the rise in expansion. An example is Kendari, a city that is over two centuries old with long historical colonialism, such as the Dutch East Indies and Japan. The city is presently eroded due to modern development and demographic pressure. Therefore, this research aimed to identify how the urban layout of Kendari was used to define long-term preservation procedures. Conzen’s school of urban morphology methodology, utilized for the examination of the historical evolution of the urban landscape and the interaction with present urban development processes, was used to conduct this research. Historical cartographic data and changes in land use were used to perform a detailed examination of the evolution of the street structure, land distribution, and architectural layout. The result showed how historical, cultural, and economic aspects shaped the formation of Kendari old town. In conclusion, this research improved the understanding of Kendari’s historical urban structure, and supplied useful empirical data for planning the future development and conservation of the districts. Full article

(1) Background: Physical education at school is not able to meet the need for physical activity and sport (PA and S) established by international organizations, making it necessary to implement its practice outside school hours. This study aimed to find out the reasons for practicing, abandoning, and never having practiced PA and S outside school hours among students of Primary Education (PE) and Secondary Education (SE) in Cantabria (Spain). (2) Overall, 1038 students participated (349 from PE and 689 from SE), consisting of 512 boys and 526 girls between 10 and 17 years old (M = 12.92; SD = 1.92). They completed an ad hoc questionnaire with 21 questions about reasons for practicing (12 items), abandoning (3 items), and never having practiced PA and S (6 items) between the months of May and June 2024. (3) Results: As for active students, boys argue that they do so because of the influence of friends (p = 0.024), search for excitement (p = 0.002), liking PA and S (p = 0.022), and entertainment (p = 0.001). In PE, compared to SE, the most important factors are excitement (p < 0.001), health (p = 0.005), and liking PA and S (p = 0.022). Students who abandon PA and S do so because of the competitive environment (p = 0.001), with boys predominating. SE students highlight reluctance and laziness (p < 0.001) and the loss of liking PA and S (p = 0.013). Students who have never practiced PA and S do so because they do not find any sport motivating (p = 0.047) and because of reluctance and laziness (p = 0.018), especially among girls. In SE, the differences appear due to reluctance and laziness (p = 0.009) and because friends do not practice PA and S (p = 0.049). (4) Conclusions: Boys prioritize emotional and competency aspects, while girls focus on social aspects and happiness. PE students tend to participate in sports for fun and to improve their skills, while SE students tend to show reluctance and laziness and a loss of interest in PA and S. Full article

Background/Objectives. Traditional dietary patterns are being abandoned in Mediterranean countries, especially among younger generations. This study aimed to investigate the potential lifestyle determinants that can increase adherence to the Mediterranean diet in children and adolescents. Methods. This study is a cross-sectional analysis of data from five Mediterranean countries (Italy, Spain, Portugal, Egypt, and Lebanon) within the context of the EU-funded project DELICIOUS (UnDErstanding consumer food choices & promotion of healthy and sustainable Mediterranean Diet and LIfestyle in Children and adolescents through behavIOUral change actionS). This study comprised information on 2011 children and adolescents aged 6–17 years old collected during 2023. The main background characteristics of both children and parents, including age, sex, education, and family situation, were collected. Children’s eating (i.e., breakfast, place of eating, etc.) and lifestyle habits (i.e., physical activity level, sleep, and screen time) were also investigated. The level of adherence to the Mediterranean diet was assessed using the KIDMED index. Logistic regression analyses were performed to test for likelihood of higher adherence to the Mediterranean diet. Results. Major determinants of higher adherence to the Mediterranean diet were younger age, higher physical activity level, adequate sleep duration, and, among dietary habits, having breakfast and eating with family members and at school. Parents’ younger age and higher education were also determinants of higher adherence. Multivariate adjusted analyses showed that an overall healthier lifestyle and parents’ education were the factors independently associated with higher adherence to the Mediterranean diet. Conclusions. Higher adherence to the Mediterranean diet in children and adolescents living in the Mediterranean area is part of an overall healthy lifestyle possibly depending on parents’ cultural background. Full article

The curricula of bachelor’s and master’s degrees in education should provide optimal tools for teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocal training. The aim of the present study is to determine whether vocal training in these courses leads to greater knowledge of vocal patterns and techniques, which could lead to greater satisfaction and a lower tendency to abandon the profession. A descriptive–comparative and predictive quantitative study was carried out using an ex post facto, non-experimental, cross-sectional design. The sample consisted of 519 pre-school, primary, and secondary school teachers from all over Spain. The results have confirmed that there is a correlation between having received initial training in vocal hygiene and singing and a tendency to take additional courses in these areas. Furthermore, there is evidence that women and teachers with vocal disorders of the type studied are more aware of voice care in their profession. Finally, a lack of correlation was observed between the training received and the degree of knowledge about vocal health and hygiene. This suggests that both the quantity and quality of training in this area should be increased. Full article

Background/Objectives: Populations in Mediterranean countries are abandoning the traditional Mediterranean diet (MD) and lifestyle, shifting towards unhealthier habits due to profound cultural and socioeconomic changes. The SWITCHtoHEALTHY project aims to demonstrate the effectiveness of a multi-component nutritional intervention to improve the adherence of families to the MD in three Mediterranean countries, thus prompting a dietary behavior change. Methods: A parallel, randomized, single-blinded, and controlled multicentric nutritional intervention study will be conducted over 3 months in 480 families with children and adolescents aged 3–17 years from Spain, Morocco, and Turkey. The multi-component intervention will combine digital interactive tools, hands-on educational materials, and easy-to-eat healthy snacks developed for this study. Through the developed SWITCHtoHEALTHY app, families will receive personalized weekly meal plans, which also consider what children eat at school. The engagement of all family members will be prompted by using a life simulation game. In addition, a set of activities and educational materials for adolescents based on a learning-through-playing approach will be codesigned. Innovative and sustainable plant-based snacks will be developed and introduced into the children’s dietary plan as healthy alternatives for between meals. By using a full-factorial design, families will be randomized into eight groups (one control and seven interventions) to test the independent and combined effects of each component (application and/or educational materials and/or snacks). The impact of the intervention on diet quality, economy, and the environment, as well as on classical anthropometric parameters and vital signs, will be assessed in three different visits. The COM-B behavioral model will be used to assess essential factors driving the behavior change. The main outcome will be adherence to the MD assessed through MEDAS in adults and KIDMED in children and adolescents. Conclusions: SWITCHtoHEALTHY will provide new insights into the use of sustained models for inducing dietary and lifestyle behavior changes in the family setting. It will facilitate generating, boosting, and maintaining the switch to a healthier MD dietary pattern across the Mediterranean area. Registered Trial, National Institutes of Health, ClinicalTrials.gov (NCT06057324). Full article

Socioeconomic factors are increasingly considered in the study of forest fires. However, there is a gap in the literature on the possible relationship between basic services and infrastructures such as small rural schools and forest fires. Population decline in rural areas is leading to an increase in forest fire risk and social vulnerability to forest fires due to the abandonment of traditional agroforestry practices and the expansion of unmanaged forest canopy. In addition, rural schools are supposed to make rural municipalities livable and promote the people’s sense of community. In parallel, there is controversy over the closure of small local schools in sparsely populated rural areas worldwide. Our study identified that the forest area burned in the province of Avila (Central Spain), during the period 1996 to 2023, was higher in municipalities without rural primary schools. The presence of rural schools was as statistically significant as the influence of orographic variations of the territory, the number of incipient fires, and the reduction of population density during the same period. Our work contributes to highlighting the potential links between the decline of essential services in rural areas and the increase in forest fire risk, to urge policymakers to take a collaborative and holistic view. Full article

Gentrification and displacement of low-income and minority families is a frequently discussed phenomenon when it comes to community planning. To best address and redistribute resources for these neighborhoods, needs assessments are often conducted to identify the problem areas, such as crime, poverty, and abandoned infrastructure. Although needs assessments are a great starting point, they often neglect the hand of valuable community assets that should be preserved when engaging with gentrifying neighborhoods. To engage in these neighborhoods, researchers, governments, non-profits, and redevelopment corporations are more often turning to an asset-based community development approach (ABCD) pioneered by Kretzmann and McKnight (1993). This ABCD approach utilizes an asset mapping technique to identify and better understand the present strengths of a community. This was an approach taken by researchers to assist in the Salt Lake City’s (SLC) initiatives to document the city’s transformation and potentially preserve assets for their plan, called “Thriving in Place: A SLC Anti-displacement Strategy”. Asset mapping includes surveying and plotting resources both physical and non-physical, such as sustainable food sources, churches, schools, relationships, social networks, and individuals. The product of the asset map was an ArcGIS StoryMap—which is a GIS-based map that can be used for storytelling. Full article

Many parents and professionals believe that learning to speak, read and write in two languages can lead to academic deficiencies due to cognitive overload and the risk of confusion linked to handling two language codes. Therefore, some bilinguals abandon or are tempted to abandon one of the two languages, often the first language, in exchanges with their children, in favor of the language of schooling. However, all recent scientific data tend to show that bilingualism is an asset more than a handicap. Nevertheless, these positive results most often concern English-speaking contexts and are not directly transposable to a French-speaking context. Drawing on the results of our work carried out in Oceania and in other territories, this article will deal with bilingual development and the impact of educational systems that promote the heritage or local languages from primary school. More specifically, the oral language of the bilingual, biliteracy and the effects of cross-linguistic transfer will be addressed. Results from both longitudinal studies in New Caledonia and French Polynesia, confirmed by other studies conducted in Sub-Saharan African, show a positive effect of the bilingual education curriculum on local language (Drehu and Tahitian) skills without having negative effects on French. We demonstrated that the expected effects of cross-linguistic transfer are only possible if the pupils learn to read and write in the two languages (local language and French). Additionally, learning to read in one of those local languages makes it easier to learn to read in French, which has a more opaque writing system. Full article

Strategies for the adaptive reuse of vernacular architecture are of utmost importance in the current context of social, economic, and environmental vulnerability. This article examines the design strategies of adaptive reuse in three cases of renowned architects of the so-called School of Porto developed across the second half of the 20th century, specifically between 1956 and 1991. The paper aims to introduce a new and deeper knowledge of the selected practices by critically documenting the whole process of the intervention (before, during, after) and not only the final result, as is common practice in specialized publications. The research methodology combines the bibliographical and archival research and interpretation of diverse graphic, photographic, and textual documentation with the production of analytical drawings. The demolitions/additions color code (black/yellow/red) is applied to plans, sections, and elevations as an essential tool for understanding and communicating the transformations undertaken. The selected case studies are Além House (1956–1967) by Fernando Távora, Alcino Cardoso House (1971–1973; 1988–1991) by Álvaro Siza, and the House in Gerês (1980–1982) by Eduardo Souto de Moura. These projects show different strategies of intervention in built heritage, providing lessons on the reactivation of obsolete or abandoned rural constructions with new functions that are compatible with the preservation of their values (historical, landscape, constructive, social, and aesthetic) and guidelines for sustainable reuse. Full article