Search Results (202)

Background:/ Over the past decade, increasing evidence has shifted attention from the brain to the gut microbiota (MB) as a source and site of systemic dissemination of amyloid-β (Aβ), an APP derivative responsible for plaque formation in the brains of Alzheimer’s disease (AD) patients. Furthermore, AD patients and APP/PS1 mice, a transgenic model of AD, exhibit dysbiosis. Objectives: Using APP/PS1 mice treated from 2 to 8 months of age, we studied ileal and colonic epithelial integrity, intestinal barrier (IB) integrity assessed through tight junction (TJ) protein expression, local immune system, the presence/increase in Aβ expression in enterocytes, and the protective effects of synbiotic treatment. Methods: The tissue was stained with Periodic Acid-Schiff and Alcian Blue to evaluate epithelial morphology and mucus production, and immunohistochemistry was performed to assess TJs, immune markers, and Aβ expression. Results: Our results demonstrate that colonic and ileal epithelium of 8-month-old APP/PS1 mice displays IB impairment in term of alterations of goblet cells staining and TJ protein expression and signs of immune involvement. The ileum was more severely affected, showing a reduced epithelial surface area, decreased lysozyme production, and fewer tuft cells. Long-term synbiotic treatment largely prevented APP/PS1 mouse changes and caused a significant increase in Aβ expression in all treated mice. Conclusions: These findings support the belief in early intestinal involvement in AD and highlight the potential of the microbiota as a target for early intervention aimed at modifying the progression to neurodegeneration. Increased epithelial Aβ labeling after treatment raises the possibility of intestinal management of Aβ, which requires further validation. Full article

This study examines the transformation of religiosity among individuals who leave traditional Eastern madrasas in Turkey unfinished, focusing on the existential rupture between traditional religious education and modern secular life. While the madrasa institution has historically served as a primary site of religious formation and cultural production in the region, the transition to civil life has led to a significant reshaping of the relationship between faith and practice. Utilizing a qualitative research design, in-depth interviews were conducted with 13 male participants in Batman to explore the impact of institutional departure on individual belief systems. The findings suggest that a curriculum weighted toward grammar and the presence of intense social pressures can affect perceptions of the sacred, triggering a shift in the individual’s attitude toward religious boundaries. Crucially, not being in a position that represents the religious status relieves individuals of the burden of representation, fostering a sense of conscientious flexibility toward abandoning worship. The study identifies a post-secular typology of believing but indifferent, in which belief persists as an ontological comfort zone while losing its regulatory power over daily life. These results indicate that, in the context of madrasa dropout, secularization manifests as the ineffectiveness and worldliness of belief rather than its outright rejection. Full article

This study investigates how immersive virtual reality (VR) simulations support international postgraduate preservice teachers (PSTs) in preparing for their initial professional experiences in Australian early childhood settings. Positioned within growing concerns about PST readiness, confidence, and cultural adjustment, the study examined the use of VR as a preparatory pedagogical tool. Sixty-six PSTs participated in human-in-the-loop mixed-reality teaching simulations in which they interacted with avatar children aged 3 to 5 in a realistic classroom environment prior to their professional placement. Guided by Bandura’s four sources of self-efficacy, video analysis examined how these simulated experiences contributed to PSTs’ self-efficacy-related practices, decision-making, and cultural readiness. Three themes emerged: (1) a movement from anxiety to relational regulation through social–emotional learning, (2) the use of simulation to bridge the theory–practice gap in classroom management and inclusion, and (3) the role of technology-supported reflection in enabling pedagogical revision through repeatable practice. The findings indicate that the simulation design compressed mastery experiences, modelling, credible feedback, and emotional regulation within a structured learning context. Participants demonstrated opportunities for reflective engagement with classroom dynamics in a low-risk environment before placement, including moments of hesitation, revision, and growing interactional control, highlighting the value of a programme-wide, technology-infused approach to immersive simulation in early childhood initial teacher education. Rather than directly measuring changes in efficacy beliefs, this study shows how mixed-reality rehearsal can operationalise the conditions that support efficacy formation within a repeatable pedagogical environment. In doing so, the paper contributes to current debates on technology-infused teaching by positioning mixed-reality simulation as a coherent model for future-oriented ITE design. Full article

This study investigates how immersive journalism delivered through virtual reality may shape audience responses toward refugees by activating affective and cognitive mechanisms associated with behavioral response. Drawing on four focus group sessions with a total of thirty two participants in Northern Cyprus, the research compares the empathic engagement and evaluative reflections associated with a 360 degree VR documentary with those produced through a traditional 2D viewing format. Participants who experienced the content in VR reported a heightened sense of presence, emotional proximity, and perspective taking, which corresponded with a positive change in their views toward refugees. In contrast, those who watched the same content in 2D expressed emotional discomfort yet generally did not describe a notable attitudinal shift, suggesting that non-immersive viewing maintains psychological distancing and reinforces pre-existing beliefs. The findings indicate that immersive journalism can operate as a technological catalyst for short-term attitudinal reorientation in politically sensitive contexts, particularly by eliciting embodied emotional responses that traditional formats struggle to generate. Although the study is limited by its small sample size and reliance on self-reported reflections, it contributes to the growing body of evidence that immersive media hold behavioral and perceptual relevance for journalism practice, audience engagement, and the broader public understanding of marginalized populations. Full article

Inflation expectations play an important role in monetary transmission, yet little is known about whether digital financial literacy (DFL) is associated with how individuals form such expectations across different forecasting horizons. This study examines the association between DFL and inflation expectations at the one-, three-, and five-year horizons using a large-scale online survey of more than 150,000 Japanese investors. DFL is measured as a multidimensional construct capturing digital and financial knowledge, awareness and use of digital financial services, financial attitudes and behaviors, and self-protection capabilities. Ordered probit models are employed to estimate the association between DFL and horizon-specific inflation expectations while controlling for demographic, socioeconomic, and behavioral characteristics. The results indicate a clear horizon-dependent pattern. Higher DFL is negatively associated with one-year-ahead inflation expectations but positively associated with inflation expectations at the three- and five-year horizons. Marginal-effects estimates indicate that higher DFL shifts the short-run distribution toward lower inflation categories, but shifts the medium- and long-run distributions toward higher inflation categories. These findings are consistent with the possibility that individuals with higher DFL process short-term and longer-term inflation-related information differently. However, because the analysis is based on cross-sectional observational data, the results should be interpreted as conditional associations rather than causal effects. Full article

There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages remains limited. Our study examines if verbal and mathematical talent beliefs among in-service teachers and pre-service teachers differ in terms of sources, structure and levels. A total of 307 in-service teachers and 215 pre-service teachers completed validated six-dimensional talent beliefs instruments for both domains and reported sources of their beliefs. Participants—especially pre-service teachers—most strongly attributed their talent beliefs to personal school experiences, while educational science and subject-didactic coursework played a marginal role. Both the mathematical and verbal talent belief scales demonstrated configural and metric invariance, supporting equivalent factor structures and factor loadings across pre-service teachers and in-service teachers. Latent mean comparisons showed that pre-service teachers hold systematically different talent beliefs in comparison to in-service teachers. In-service teachers emphasize talent beliefs concerning domain-specific skills and, for verbal talent, passion—consistent with contemporary talent development frameworks—whereas pre-service teachers focus on external teacher influence and, for mathematical talent, on internal factors. These findings reinforce theoretical claims that talent beliefs are experience-sensitive, multidimensional constructs shaped through socialization in educational contexts. Teacher (further) education should deliberately address the dominance of personal schooling experiences by fostering structured reflection, explicitly targeting belief formation in practice-based courses, and ensuring coherence between higher-education instruction and school-based experiences. Teachers’ impact on their students’ talent development should especially be reflected in further education, since in-service teachers assess their own influence as lower than pre-service teachers do; additionally, passion as a key driver of talent development and the relevance of talent domains should already be highlighted in initial teacher education. Full article

Sustainable pedagogical reform requires more than teacher preparedness; it depends on how school leaders interpret and coordinate the conditions that enable change. This focus is particularly critical in contexts where Problem-Based Learning (PBL) is introduced within predominantly traditional, exam-oriented pedagogical environments, requiring careful consideration of leadership’s perception of system-level readiness to support such shifts. This study investigates how Chinese K–12 school leaders conceptualize readiness for institution-wide implementation of PBL. Using Q methodology with 42 school leaders, four distinct leadership logics were identified: leadership-mediated cultural readiness through recognition, belief-driven pedagogical practice, externally anchored system-level readiness, and experientially grounded cultural readiness. These viewpoints reveal different ways leaders prioritize cultural alignment, belief formation, structural coordination, and experiential learning when organizing reform conditions. Despite these differences, participants showed several areas of shared positioning, particularly around coordination, expertise-based responsibility distribution, evaluation alignment, and adaptive responses to reform conditions. The findings extend change readiness research beyond teacher-focused perspectives by demonstrating how leaders interpret readiness as a multidimensional and system-level phenomenon. By illuminating distinct leadership logics for coordinating reform within centralized governance contexts, this study highlights the importance of aligning beliefs, professional relationships, institutional structures, and student learning improvement goals to support sustainable pedagogical transformation. Full article

Background: Fundamental movement skills (FMS) underpin lifelong physical activity (PA) and health, yet many children are failing to meet age-appropriate standards. Caregivers hold a critical influence over children’s motor development, but little is known about what helps or hinders family participation, including messaging. This study explored the determinants of family FMS engagement in the United Kingdom (UK) during early childhood, addressing unexplored gaps in how guidance reaches families and the role of grandparents in supporting children’s motor development. Methods: Twenty-three semi-structured interviews were conducted with 15 caregivers and 8 educators, including 4 grandparents and 2 family hub practitioners who offered original insights. Eleven children aged 3–5 years completed a flexible draw-and-tell task, enabling inclusion of rarely represented 3-year-olds. Thematic analysis was deployed. Results: Families and outdoor spaces were pivotal to children’s movement opportunities. However, awareness and understanding of FMS and UK PA guidance were poor, even among educators, disrupting dissemination of information to families. Greater emphasis on PA and FMS concepts within professional development, alongside clearer signposting to resources, more visible public-facing campaigns, and digital formats, could improve how families receive these messages. Tensions emerged between parents’ concerns about grandparents’ physical capability and grandparents’ belief that they could adapt to support children’s development. Unexpectedly, no children drew technology despite screen time frequently displacing active play, hinting at its normalisation and regulatory role in children’s lives. Conclusions: To enhance family understanding, value, and participation in FMS, UK policy must evolve to become more visible, relatable, and responsive to diverse family needs. Full article

We develop a categorical framework for modeling recursive uncertainty over preferences in decision theory. Classical models of ambiguity allow for uncertainty over outcomes or beliefs but usually rely on finite or exogenously truncated representations when agents face uncertainty about their own evaluative criteria. Given that such recursive preference formation generates an infinite hierarchy that may not stabilize at any finite level, we introduce a contractive von Neumann–Morgenstern utility functor on a category of compact metric spaces enriched over complete metric spaces, and establish the existence and uniqueness of its canonical fixed point. This fixed point is interpreted as a universal preference space that contains all levels of recursive ambiguity in a consistent and metrically stable form. We further extend the construction to multi-utility representations and discuss its relation to existing models of ambiguity and universal choice spaces. This framework offers a minimal unified representation of recursive preference structures. Full article

Video-based teacher professional development (TPD) offers teachers structured opportunities to examine their classroom practice, yet its role in supporting differentiated instruction (DI) in fully online formats remains underexplored. This longitudinal case study investigates how participation in a facilitated, fully online video-based TPD was associated with changes in the cognition and classroom practice of one lower-secondary mathematics teacher, with a specific focus on DI. Drawing on Major and Watson’s four-dimensional model of teacher cognitive change, we analyse developments in the teacher’s self-efficacy, self-evaluation, knowledge of teaching, and instructional beliefs, and link these to observable changes in differentiated classroom practice. Data were collected through six classroom observations, as well as a semi-structured interview focused on DI. The findings show that sustained engagement in structured video reflection and online professional learning community discussions supported a shift from predominantly teacher-centred instruction to more adaptive, student-centred teaching characterised by tiered tasks, embedded scaffolding for struggling students, enrichment for advanced learners, and increased collaborative problem solving. Full article

During the mid-to-late Qing Dynasty, the folk-belief text Yuli constructed a systematic “underworld legal code” via its image–text system, distinct from traditional religious karma and religious law. This study focuses on Yuli’s core image system, exploring its unique legal characteristics and social governance functions through an interdisciplinary approach integrating religious studies, art history, and legal history. Yuli transforms real judicial symbols, such as government offices and prison gates, into underworld visual elements, establishing the core legal principles of “correspondence between crime and punishment” and “universal equality” while reflecting contemporary legal thought. The formation of this “underworld legal code” is closely linked to the creative practices of Qing Confucian scholars, who utilized folk beliefs as a vehicle to disseminate secular legal concepts and respond to social demands for behavioral norms. The Yuli thus became the primary behavioral norm for its grassroots audience, who, due to low literacy, could not understand the formal laws of the Qing Dynasty, and guided them to refrain from criminal acts. Yuli’s “underworld legal code” not only supplemented the national legal system but also reflected the pluralistic pattern of social governance in late imperial China, providing crucial empirical support for the theory of legal pluralism. This study deepens the understanding of the interactive relationship between folk beliefs and legal order in traditional China, and further clarifies the unique mode of grassroots social governance in the Qing Dynasty. Full article

The environmentally responsible behavior (ERB) of visitors within forested national parks is critical for balancing biodiversity conservation and sustainable recreation. While the Value–Belief–Norm (VBN) model has been widely used to explain ERB, it has rarely incorporated context-specific value perceptions, such as assigned value. This study extends the VBN model by integrating this construct and examines its role in shaping visitors’ pro-environmental intentions. Taking Qianjiangyuan National Park in China as a case study, we incorporate visitors’ perception of the social value derived from the park’s forest-based ecosystem services into an expanded VBN framework. Data were analyzed using partial least squares structural equation modeling. The results show that assigned value positively influences ERB intention; pro-environmental personal norms are the strongest direct predictor (β = 0.426); and biospheric value, egoistic value, and personal norms significantly foster assigned value formation, whereas altruistic value shows no significant effect. These findings highlight the importance of integrating situational, forest-specific value perceptions into behavioral models and offer management insights for promoting ERB intention through value-congruent communication in forest recreation settings. Full article

This paper argues that al-Ghazali’s (1058–1111) distinction between taqlid (uncritical acceptance of authority) and ijtihad (independent reasoning) can offer a normative response to the contemporary challenge of fake news, thereby connecting a medieval epistemic framework to a pressing twenty-first-century problem. This study treats fake news as both an epistemic and an ethical challenge. Epistemically, fake news undermines the aim of belief, which is the aspiration toward truth, by introducing and sustaining falsehoods within the testimonial networks on which individuals depend for knowledge. Ethically, it constitutes a form of deception that manipulates audiences, corrodes intellectual virtues such as honesty, and disintegrates the trust between individuals and public institutions that is essential for collective life. Methodologically, this paper adopts an analytical–critical approach. It examines recent philosophical literature on the epistemology of misinformation, reconstructs al-Ghazali’s taqlid–ijtihad framework from his original texts, and then adapts it to the conditions of digital information environments. The resulting model distinguishes between digital ijtihad, the responsible and competent verification of online information, and justified digital taqlid, the legitimate reliance on credible digital authorities when independent verification is impractical. The findings suggest that this adapted framework not only enriches contemporary epistemic theory but also offers practical normative guidance for cultivating responsible belief formation, including in educational contexts where teaching itself functions as a structured form of testimonial exchange. Full article

To address severe measurement error fluctuations and heterogeneous information source uncertainties in master–slave unmanned aerial vehicle (UAV) formations, a high-precision cooperative navigation method is proposed. Integrating inertial navigation, satellite positioning, and inter-UAV relative distance, the method innovatively introduces three key components: a multi-source information fusion-based cooperative navigation framework for accurate formation state estimation, a cooperative geometric dilution of precision (CGDOP) model based on hybrid observation configurations for positioning accuracy evaluation, and a dynamic-weight Gaussian belief propagation (WGBP) algorithm for adaptive measurement weight adjustment to suppress low-quality observation interference. Experiments demonstrate that WGBP achieves the lowest mean error in 22 out of 24 cases and the smallest standard deviation in 21 cases compared with EKF, WGP, HRGBP, and WGBP. Empirical field experiments further demonstrate consistent superiority of WGBP in dynamic environments. Full article

Inflation expectations play a central role in monetary policy effectiveness, yet relatively little is known about how individual behavioral traits shape expectation formation. This study examines whether time discounting and hyperbolic discounting, key dimensions of intertemporal preferences, are systematically associated with household inflation expectations. Using large-scale survey data from Japan that elicit both time preference measures and qualitative inflation expectations, we analyze expectations over one-, three-, and five-year horizons. The empirical analysis employs ordered probit models that fit well with the categorical nature of survey-based inflation expectations and controls for a rich set of demographic, socioeconomic, and behavioral characteristics, including financial literacy and risk preferences. The results reveal clear horizon-dependent patterns. Hyperbolic discounting is positively associated with short-term inflation expectations, suggesting that present-biased individuals place greater weight on recent inflation developments. In contrast, higher time discount rates are associated with higher inflation expectations at medium and longer horizons, indicating that impatience is more relevant for beliefs about distant future prices. These findings provide novel evidence on the behavioral micro-foundations of inflation expectation formation and highlight the importance of heterogeneity in time preferences. From a policy perspective, the results suggest that one-size-fits-all communication strategies may be insufficient and that effective expectation management may require tailoring messages to account for differences in individuals’ time orientation across forecast horizons. Full article