Search Results (154)

As generative AI tools become increasingly embedded in education, their role in supporting student learning remains both promising and contested. These cross-continental multiple case studies explore how integrating AI into classroom-based creative projects can move students from intimidation to meaningful engagement, comprehension, and retention of course content. Drawing on data from four international university classrooms—in the USA, UK, Canada, and Australia—this mixed-methods study examines students’ experiences as they collaboratively created comic books using generative AI. Each instructor embedded the assignment within their own pedagogical context, enabling cross-institutional comparison of AI’s educational potential. Findings highlight a shared trajectory: students initially approached AI with uncertainty or overconfidence, but developed nuanced understandings of its capabilities through experimentation, reflection, and collaboration. The process of creating narrative-driven visual outputs required students to synthesize theoretical material, communicate effectively in teams, and creatively solve problems—fostering both cognitive and interpersonal learning. Students reported deeper comprehension of academic content and greater confidence using AI tools critically and ethically. This study concludes that when framed as a collaborative partner rather than a replacement for human thinking, AI can support deeper learning experiences. It also suggests that creative, team-based projects can demystify AI and build essential future-facing skills. Full article

Ride-pooling (RP) services, in which passengers with similar destinations share a ride, offer considerable potential for enhancing urban mobility by bridging gaps in public transportation (PT) networks and providing a convenient alternative to private car use. For the effective design and operation of such services, a detailed understanding of user preferences and usage patterns is essential. This study investigates differences in RP preferences and usage between day and night (with nighttime defined as 10:00 p.m. to 5:00 a.m.), drawing on both a stated choice experiment (SCE) and revealed preference data collected in Mannheim, Germany. The focus lies on the local RP service fips, which is integrated into the PT system. The SCE, conducted in 2024 with 566 participants, was analyzed using a nested logit model. The analysis of the SCE reveals that nighttime preferences for RP are characterized by reduced sensitivity to travel time and cost, creating an opportunity for RP operators to optimize stop network designs during nighttime hours by increasing pooling rates. In addition, it indicates a greater likelihood of private car usage at night, especially among women, likely due to safety concerns and limited PT availability. The analysis of revealed preference data provides a complementary perspective. It shows that the RP nighttime service primarily attracts younger users, while many respondents report not being active on weekend nights. However, the combination of low public awareness and limited service availability, evidenced by rejected booking requests, suggests that existing demand is not being fully captured. This implies that low usage is not merely the result of low demand, but also of structural barriers on both the supply and information side. Overcoming these barriers through targeted information campaigns and expansion of nighttime service capacity could substantially enhance sustainable urban travel options during nighttime. Full article

In this paper we describe the processes and challenges involved in the design, implementation, and assessment of a small-scale intervention in four primary schools in Ghana’s Central Region that aimed to enhance learners’ mother tongue and bilingual literacy practices whilst at the same time strengthening their sense of cultural identity. Within the framework of Educational Design Research (EDR), this paper describes the steps that were involved in the development process, from context analysis to the design of a locally developed Fante–English bilingual storybook, as well as the formative evaluation of this prototype. This paper shows how to translate contextual findings into a final product, while sharing with the reader important findings for each phase in the process. Formative evaluation in the form of a teacher workshop, surveys, and classroom observations was used. Results showed that, in the opinion of teachers, Fante–English bilingual books can promote learners’ cultural identity, self-awareness, and a sense of prestige when they speak the language. Not only do the books preserve the Fante language and culture, but they show learners that Fante is just as important as English. A second round of formative evaluation showed that additional teacher manual and training could benefit the outcome of the bilingual method. Full article

This theoretical paper expands upon previous research and proposes a guide for promoting mathematical talk and play through shared book reading (SBR), with a focus on the home environment. Building on a previously developed classroom-based model, this article describes a design-based research approach to extend the guide to including diverse literary genres—such as narrative, informational, multicultural, and math-specific books in a home setting. Parent–child shared book-reading in authentic contexts can provide a rich platform for “math talk”, where references are made to mathematical words, concepts, and content, and may support children’s mathematical skills. SBR with quality children’s literature can play a promising role in motivating and engaging children’s interest and pleasure in both reading and mathematics. However, few studies have explored this with diverse literary genres in the home setting, as the main focus has been in the classroom and using books specifically written to teach math content such as counting or sorting books. The proposed guide provides direction and practical examples for fostering parent–child math talk and play activities that can be used to extend concepts covered during the SBR. The potential application of the SBR guide, and how it can encourage parent–child talk to support a full range of mathematical concepts, encourage home-preschool collaboration, promote effective SBR techniques, and facilitate parent–child conversations about math in new and confident ways is discussed. Full article

Research suggests that maternal stress is related to aspects of child development. Positive and stimulating interactions, such as shared reading, may act as protective factors, mitigating the negative effects of maternal stress on children’s development and behavior. This cohort study investigated the predictive relationship between maternal stress and children’s milestones and behavioral problems, with maternal interactive style during shared reading as a moderator. A total of 91 mother–child dyads participated. During the shared reading session, conducted in a private room at a research center, each mother and child interacted freely while reading a book, without specific instructions. The sessions were video-recorded and later analyzed by trained researchers using an established method. Children’s data were assessed using questionnaires completed by the mother on the same day. Descriptive, bivariate, and multivariate analyses were performed to build regression models with moderation analysis. Results revealed that maternal stress significantly predicted children’s internalizing and externalizing symptoms. Notably, more affectionate interactions during shared reading can moderate the effect of stress on children’s externalizing difficulties. These findings suggest that fostering positive and engaging interactions between mothers and children, such as shared reading, may have a beneficial impact on children’s behavioral development, even in the presence of maternal stress. Full article

Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler literacy enrichment and later student engagement across key academic transitions, from kindergarten to the end of high school. Using the Quebec Longitudinal Study of Child Development (QLSCD) population-based birth cohort data, we examined whether parent-reported experiences of shared reading, looking at picture books or illustrated stories, and pretend writing at age 2 years predict later teacher- and self-reported student engagement at ages 6, 12, and 17 years. The results from multiple regression models, stratified by sex and adjusted for pre-existing and concurrent child and family characteristics, revealed significant associations between early literacy enrichment and later engagement. For boys and girls, literacy enrichment in toddlerhood predicted increases in classroom engagement from kindergarten to the end of high school. These findings highlight the lasting influence of early literacy exposure on subsequent learning-related behaviors, both in and beyond the classroom. They underscore the importance of promoting enrichment in early childhood as a family strategy toward individual readiness to learn, a cornerstone of crystalized intelligence. Full article

This article presents early insights from a small-scale action research project designed to promote positive reading dispositions and expand reading repertoires among pre-service teachers at a regional Australian university. Building on Professor Teresa Cremin and colleagues’ seminal Teachers as Readers research in the U.K., the study highlights the critical role of teacher educators in fostering pre-service teachers’ knowledge and enthusiasm. It explores how the use of high-quality children’s literature alongside a reading-for-enjoyment (RfE) pedagogical approach can shape pre-service teachers’ identities as future reading role models. Strategies such as shared read-alouds, book talk, and enjoyment-centred reading practices were employed to strengthen connections with children’s literature. The study also modelled how children’s literature could be used as mentor texts to support curriculum-aligned instruction and develop pedagogical confidence. Wenger’s Communities of Practice theory provides a framework to demonstrate how a children’s literature-based approach and RfE pedagogical practices contribute to the formation of positive reader identities. Amid concerns about improving literacy rates and teacher preparedness for reading instruction, this study illustrates the transformative potential of integrating children’s literature and RfE pedagogy into initial teacher education to cultivate future Reading Teachers capable of inspiring a love of reading and building communities of readers in their classrooms. Full article

Allergic diseases share a type 2 immune reaction and elevated oxidative stress, contributing to disease pathogenesis and exacerbations. Vitamin C (ascorbic acid), a fundamental exogenous antioxidant, has been hypothesized to attenuate these pathological mechanisms. This narrative review critically examined the most recent evidence concerning the role of vitamin C in preventing and managing allergic diseases, including asthma, allergic rhinitis, and atopic dermatitis. This narrative review consisted of three steps: conducting the search, reviewing abstracts and full texts, and discussing results. For this reason, we consulted the PubMed database to detect the pertinence of studies according to the review’s conduct. The final search ended in March 2025 and included English-language-based international articles, online reports, and electronic books. The keywords “vitamin C and allergic disease” and “vitamin C and immune system” were used. After the complete search, we read the abstracts to ensure that they concerned the topic of interest. Recent evidence suggests a protective role for vitamin C in asthma, with several studies reporting reduced oxidative stress markers, improved lung function, and decreased airway inflammation following regular intake or supplementation. Higher dietary vitamin C intake correlates with lower asthma prevalence and severity, particularly in pediatric populations. Conversely, the findings regarding allergic rhinitis and atopic dermatitis are heterogeneous. While topical ascorbic acid derivatives show promise in atopic dermatitis models, oral vitamin C intake does not appear to affect allergic rhinitis or dermatitis risk significantly. Vitamin C demonstrates potential as an add-on therapy in asthma management by attenuating oxidative stress and type 2 respiratory inflammation. However, its role in allergic rhinitis and atopic dermatitis remains less clear. Further multicentric, well-designed clinical trials are necessary to establish definitive guidelines for vitamin C supplementation in allergic disease management. Full article

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

Shared autonomous vehicles (SAVs) are emerging as a potential tool for sustainable transportation, yet their impact on travel behavior and environmental outcomes remains uncertain. This review evaluates the sustainability implications of SAV adoption, including its potential to reduce emissions through optimized fleet operations, enhance social equity by improving mobility access, and increase economic efficiency through resource-sharing models. This systematic literature review examines 107 articles from English and Chinese databases, focusing on SAVs’ effects on total travel demand, mode choice, and in-vehicle time use. Findings indicate that SAVs could increase vehicle miles traveled due to unoccupied relocation and new demand from previously underserved demographics, though advanced booking and dispatch systems may mitigate this increase. The study identifies 59 factors influencing SAV adoption, categorized as user-centric, contextual, and psycho-attitudinal. Analysis of in-vehicle time use shows varied activities, from productivity to leisure, with contradictory findings in the value of travel time (VOT) compared to conventional vehicles: while some studies report up to 34% lower VOT for SAVs due to multitasking opportunities, others find up to 29% higher VOT. Privacy and personal space emerge as important factors, with users showing a high willingness to pay to avoid additional passengers. The review highlights underexplored variables and methodological limitations in current research, including psychological influences and mode substitution dynamics. These insights inform policymakers and urban planners on how to integrate SAVs into sustainable transportation systems by mitigating their environmental impact, promoting equitable access, and ensuring alignment with smart urban planning strategies. Full article

This article examines the narrative of migration that circulates among Oshwal Jains today. It does so by closely analyzing a varied corpus of memory-writing, including autobiographies, family histories, community histories, memoirs, and social media discussing the settlement of Oshwal Jains from British India in East Africa between 1890 and 1950, and their subsequent onward migration from the late 1960s to the early 1980s. This article first presents a brief historical overview of South Asians in East Africa, and pieces together a picture of how and where Oshwal and non-Oshwal Jains featured within this colonial history. Operationalizing concepts from the field of memory studies, it then discusses which stories and memories are shared, and shows how they combine to form and sustain a community-affirming rags-to-riches narrative. Although the materials in the corpus can certainly help fill in some of the under-researched aspects of South Asian cultural history in East Africa, the narrative(s) of migration they present, with their telling tropes and silences, are indicative of dynamics and developments within the contemporary Oshwal Jain community. Therefore, by way of conclusion, the article interrogates the timing and intergenerational dynamics of the recent surge in memory sharing and memory writing by Oshwals settled around the globe. Full article

In recent years, high-frequency trading has become increasingly popular in financial markets, making the dynamic modeling of the limit book and the optimization of market maker strategies become key topics. However, existing studies often lacked detailed descriptions of order books and failed to fully characterize the optimal decisions of market makers in complex market environments, especially in China’s A-share market. Based on Markov queue theory, this paper proposes the dynamic model of the limit order and the optimal strategy of the market maker. The model uses a state transition probability matrix to refine the market diffusion state, order generation, and trading process and incorporates indicators such as optimal quote deviation and restricted order trading probability. Then, the optimal control model is constructed and the reference strategy is derived using the Hamilton–Jacobi–Bellman (HJB) equation. Then, the key parameters are estimated using the high-frequency data of Ping An Bank for a single trading day. In the empirical aspect, the six-month high-frequency trading data of 114 representative stocks in different market states such as the bull market and bear market in China’s A-share market were selected for strategy verification. The results showed that the proposed strategy had robust returns and stable profits in the bull market and that frequent capture of market fluctuations in the bear market can earn relatively high returns while maintaining 50% of the order coverage rate and 66% of the stable order winning rate. Our study used Markov queuing theory to describe the state and price dynamics of the limit order book in detail and used optimization methods to construct and solve the optimal market maker strategy. The empirical aspect broadens the empirical scope of market maker strategies in the Chinese market and studies the stability and effectiveness of market makers in different market states. Full article

This paper reports on the affordances and constraints encountered in the case of an innovative project designed to support early literacy development in Arabic and English while enhancing father-child wellbeing in Abu Dhabi. The project sought to encourage Emirati fathers to engage in interactive shared book reading at home with their young children. In a context where adult–child home reading is not a traditional practice and where children’s reading proficiency in public schools is often below international standards, the project sought to support families with their children’s early literacy development and to develop positive dispositions towards reading. Fathers (N = 80) of kindergarten children (4–5 years) in state schools in the United Arab Emirates (UAE) were invited to participate in interactive workshops about shared parent–child reading. Fathers were provided with selected, high-quality books in both Arabic and English to read aloud with their children at home and were given guidance on ways to read interactively. In this paper, which draws upon survey results, focus group recordings, and researcher field notes from the workshop sites, the affordances and constraints encountered in supporting early home reading and parent–child wellbeing are explored. Recommendations are made for similar reading and wellbeing programs in multilingual contexts. These include providing accessible information to both fathers and mothers on the importance of reading with their children at home, sharing tips and modelling parent–child interactive reading, and the provision of culturally and linguistically appropriate books for families. Full article

This study empirically examines the wealth effects of mergers and acquisitions (M&As) in the Indian capital market, focusing on cross-border M&As. This study considers a sample of 58 cross-border and 34 domestic M&As, comprising more than 50 percent of the shares acquired by the acquiring companies from 2004 to 2019. We analyzed the wealth effects of cross-border M&As by applying the event study methodology. The abnormal returns of domestic and cross-border mergers and acquisitions for various window periods were compared using an independent t-test. The wealth effects of the acquiring firm have been further investigated with the inclusion of top advisor services and without the inclusion of advisor services in mergers and acquisitions transactions. This result suggests that cross-border M&As do not create a significant positive return for shareholders. There is no considerable wealth gain for shareholders of acquiring companies in domestic and cross-border mergers and acquisitions. We also find that including top advisor services in the M&A process does not influence the acquiring firm’s wealth. The price-to-book value ratio of the acquiring firm is a significant determinant of its returns. Full article

Book banning and laws against discussing so-called “divisive concepts” in the United States are limiting what is read to children in schools, even in places without specific legislation. Books by Black and LGBTQIA+ authors and/or about Black or LGBTQIA+ characters are specific targets of the book banning and censorship efforts. The research reported in this article used a case study approach to explore two teacher candidates’ responses to inclusive children’s picture books and their discussions of the books with students in their classrooms during their practicum. The results indicated that the teacher candidates strongly believed in the value of sharing inclusive children’s literature and effectively utilized open-ended questions to spark critical thinking. However, they found it challenging to follow their students’ leads and build on comments in ways that could have resulted in deeper thinking and understanding. More practice, feedback and reflective opportunities are needed during teacher preparation in actual classrooms to improve teacher candidates’ abilities to conduct interactive read-alouds about topics that feel risky. The findings also highlight the need for schools and mentor teachers to model discussions about inclusive children’s books. Full article