Search Results (1,700)

In modern medical education, a robust understanding of statistics is essential for fostering critical thinking, informed clinical decision-making, and effective communication. This paper explores the synergistic value of early and continued statistical education for medical students and residents, particularly in relation to the expanding field of sports supplementation and its impact on athletic performance. Early exposure to statistical principles enhances students’ ability to interpret clinical research, avoid cognitive biases, and engage in evidence-based practice. Continued statistical learning throughout residency further refines these competencies, enabling more sophisticated analysis and application of emerging data. The paper also addresses key challenges in integrating statistics into medical curricula—such as limited curricular space, student disengagement, and resource constraints—and proposes solutions including interactive learning, case-based teaching, and the use of public datasets. A unique emphasis is placed on connecting statistical literacy to the interpretation of research in sports science, particularly regarding the efficacy, safety, and ethical considerations of sports supplements. By linking statistical education to a dynamic and relatable domain like sports performance, educators can not only enrich learning outcomes but also foster lasting interest and competence in quantitative reasoning. This integrated approach holds promise for producing more analytically proficient and clinically capable physicians. Full article

Entrepreneurship serves as a vital engine of economic development, yet the mechanisms translating entrepreneurial intention into behavior have gradually emerged. This study employs bibliometric analysis of 61 SSCI-indexed articles (2014–2024) using CiteSpace to examine co-authorship networks, co-citation patterns, and research hotspots. Our findings demonstrate that individual-level factors (personality traits, entrepreneurial self-efficacy, and entrepreneurship education) drive both entrepreneurial intention and entrepreneurial behavior. More importantly, environmental factors (university milieu, regional social legitimacy, and national cultural dimensions) moderate the relationship between entrepreneurial intention and behavior. The study also identifies a temporal pattern in the entrepreneurial intention–behavior correlation. These results advance theoretical understanding of the intention–behavior transition and offer practical insights for entrepreneurship education and policy design. Full article

This study investigated individuals’ emotional responses to bed bugs and how these were influenced by sex, proximity, and educational intervention. Using a pre-post experimental design, participants (n = 157) completed emotional assessments before and after viewing an educational video about bed bugs. Contrary to our initial hypothesis that only fear and disgust would be observed, participants also exhibited high levels of anxiety and anger. Following the educational intervention, disgust, fear, and anger toward bed bugs increased significantly. Participants experienced greater disgust and fear when imagining encounters with bed bugs in closer proximity, with home infestations giving stronger responses than workplace scenarios. The educational video reduced disgust toward bed bugs in the home but increased fear of them in public spaces, potentially promoting vigilance that could limit bed bug spread. Females reported higher levels of disgust and fear than males across all proximity conditions, supporting evolutionary theories regarding sex-specific disgust sensitivity. The educational video successfully increased participants’ knowledge about bed bugs while simultaneously shifting emotional responses from contamination-based disgust to threat-specific fear. These findings suggest that educational interventions can effectively modify emotional responses to bed bugs, potentially leading to more rational management behaviors by transforming vague anxiety into actionable awareness of specific threats. Full article

This study investigates farmers’ knowledge, perceptions, and adaptation strategies to climate change in Rwanda’s Eastern Province, integrating social and physical science approaches. Analyzing meteorological data (1981–2021) and surveys from 204 farmers across five districts, we assessed climate trends and adaptation behaviors using statistical methods (descriptive statistics, Chi-square, logistic regression, Regional Kendall test, dynamic linear state-space model). Results show that 85% of farmers acknowledge climate change, with 54% observing temperature increases and 37% noting rainfall declines. Climate data confirm significant rises in annual minimum (+0.76 °C/decade) and mean temperatures (+0.48 °C/decade), with the largest seasonal increase (+0.86 °C/decade) in June–August. Rainfall trends indicate a non-significant decrease in March–May and a slight increase in September–December. Farmers report crop failures, yield reductions, and food shortages as major climate impacts. Common adaptations include agroforestry, crop diversification, and fertilizer use, though financial limitations, information gaps, and input scarcity impede adoption. Despite limited formal education (53.9% primary, 22.3% no formal education), indigenous knowledge aids seasonal prediction. Farm location, group membership, and farming goal are key adaptation enablers. These findings emphasize the need for targeted policies and climate communication to enhance rural resilience by strengthening smallholder farmer support systems for effective climate adaptation. Full article

Geographic disparities threaten equitable access for children to health-promoting safe green spaces, and quality early education in the communities in which they live and grow. To address gaps in the field, we integrated the fields of developmental psychology, public health, and environmental science to examine, at the population level, associations between the environmental burden, socioeconomic vulnerability, and kindergarten readiness in a diverse urban county. Three administrative datasets were integrated through an early childhood data sharing research partnership in Miami-Dade County. The Bruner Child Raising Vulnerability Index, the five domains of the Environmental Burden module from the Environmental Justice Index, and public school kindergarten readiness scores were aggregated at the census tract level. Analysis of variance and multiple regression analyses found associations between socioeconomic vulnerability and race/ethnicity. The socioeconomic vulnerability levels were highest in census tracts with a higher percentage of Black residents, compared to all other races/ethnicities. Areas of greater social vulnerability had lower kindergarten readiness and a higher environmental burden. A higher environmental burden predicted lower kindergarten readiness scores above and beyond race/ethnicity and socioeconomic vulnerability. The findings advance our understanding of global challenges to sustainable healthy child development, such as the persistence of a disproportionate environmental burden and inequitable access to resources such as green spaces and early education programs. The present study results can inform community health improvement plans to reduce risk exposures and promote greater access to positive environmental and educational resources for all children. Full article

The climate crisis poses profound risks to present and future generations. Nonetheless, the perspectives of children and young people internationally, and more specifically in Brazil, remain underexplored. Based on a multi-discipline literature review on climate anxiety and nature (dis)connectedness, the hypothesis is that the effects and symptoms of increasing (dis)connection with natural environments have short-, medium-, and long-term consequences. Access to natural spaces is a vital response to counteract the negative impacts of climate change. This article discusses findings from a study conducted in urban Brazil with 200 young people aged 12 to 18 years old, with the aim of addressing three research questions from ten questions that comprised the complete survey. The major research questions were as follows: 1. ‘Climate change worries me’: How do you relate to this statement? 2. How does climate change affect you?, and 3. Do you think some young people are more affected by climate change than others? The results show that young people care about and are preoccupied with climate change, especially when they reflect on their futures and the future generations. Although young participants are deeply concerned about climate change and feel its effects them personally in the form of anxiety, fear, and insecurity, they often lack clear pathways for contributing to broader environmental efforts beyond individual actions. These findings highlight an urgent need to foster community-based approaches and enhance education and resources for enlarging and improving youth engagement, especially to rethink the everyday strategies addressing these challenges, and to foster new paradigms of interaction with the natural world based on (re)connection with natural spaces. The correlation between climate anxiety and nature (dis)connection offers an approach that is still little explored, especially concerning children and young people. Full article

This study aimed to compare cognitive, language, and motor development outcomes among children attending public and private Early Childcare Centers (ECCs), considering birth factors and family and daycare environments. Additionally, it examined the proximal and distal factors influencing children’s development. Cognitive, language, and motor skills were assessed in the children, along with evaluations of ECC quality, teacher practices, and knowledge of child development. Results indicated that children enrolled in public ECCs achieved higher scores in cognitive and language development, despite coming from families with lower socioeconomic status and having lower birth weights. They also benefited from longer periods of breastfeeding. Teachers in public ECCs demonstrated greater daily practices, providing enhanced movement opportunities for children. Private ECCs offered more suitable outdoor spaces, whereas public ECCs had better indoor spaces. Regression analysis revealed that daily practice, teachers’ experience, and the availability of gross motor toys explained 41% of the variance in motor development. The duration of breastfeeding explained 24% of the variance in cognitive development. Teachers’ knowledge about children’s development and attendance at public ECCs explained 31% of the variance in language development. These findings underscore the importance of prioritizing teacher education in both public and private ECCs to optimize children’s overall development. Full article

Educational facilities are the physical environment that supports the academic process for a better education. The quality of offices as workspaces is crucial in creating a supportive environment to enhance the staff and students’ experience. This paper aims to study the concept of space personalization and its impact on faculty members’ productivity, performance, and satisfaction in universities’ educational facilities. To achieve this aim, the research applied the qualitative research method of semi-structured interviews to gather comprehensive data about user experience. Approaching 39 faculty members within Al Yamamah University across three departments within the College of Engineering (Architecture, Industrial, and Computer). Data were analyzed using thematic analysis for qualitative insights, focusing on environmental aspects (such as: natural lighting, ventilation, noise control, etc.), psychological factors (such as: privacy, aesthetic appeal, etc.), and architectural settings (such as: area, space layout, materials, etc.). The research proposes a methodological framework for design considerations for office spaces in universities, fostering more flexible and personalized designs for enhancing sense of ownership and well-being. Findings indicate that personalized office spaces significantly enhance faculty satisfaction and productivity. Qualitative data highlighted that a lack of privacy in standardized offices adds stress and an overwhelming environment. These findings suggest that universities should consider flexible office designs to optimize academic work environments. Full article

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

Background and aims: The Last Aid Course (LAC) has been established to enhance the discussion about dying, death and grief and to raise the public’s awareness of palliative care. The aim of this study was to explore the views and experiences of German Last Aid Course instructors with the LAC as means for Public Palliative Care Education (PPCE), including their opinion about the course content and format and practical aspects of teaching in different settings. Methods: A longitudinal mixed-methods approach was used to explore the views and experiences of the Last Aid Course instructors over a period of five years. Social space orientation was used as the framework for the data analysis. Results: The LAC participants felt empowered after the LACs. Continuing development was a characteristic of the LAC project. The positive effects of the LACs included empowerment and positive interactions between the instructors and participants. In addition, the LACs had a positive impact on all five principles of social space orientation. Conclusions: LACs can contribute to raising public awareness about dying, death, grief and palliative care and empower people to participate in caring for those who are serious ill, dying and grieving. Full article

This conceptual paper explores how artificial intelligence—particularly machine learning-based algorithmic systems—is reshaping cultural transmission and symbolic power in the digital age. It argues that algorithms operate as cultural agents, acquiring a form of operative agency that enables them to intervene in the production, circulation, and legitimation of meaning. Drawing on critical pedagogy, sociotechnical theory, and epistemological perspectives, the paper introduces an original framework: Critical Algorithmic Mediation (CAM). CAM conceptualizes algorithmic agency through three interrelated dimensions—structural, operational, and symbolic—providing a lens to analyze how algorithmic systems structure knowledge hierarchies and cultural experience. The article examines the historical role of media in cultural transmission, the epistemic effects of algorithmic infrastructures, and the emergence of algorithmic hegemony as a regime of symbolic power. In response, it advocates for a model of critical digital literacy that promotes algorithmic awareness, epistemic justice, and democratic engagement. By reframing education as a space for symbolic resistance and cultural reappropriation, this work contributes to rethinking digital literacy in societies increasingly governed by algorithmic infrastructures. Full article

Sociodemographic aspects influence consumer perception in a food hall. This study evaluates the attributes that determine the gastronomic experience and examines how sociodemographic aspects (age, education level, income, consumption) affect the perception of restaurant attributes, satisfaction, and loyalty. Using a valid sample of 420 participants, exploratory factor analysis and multiple regression were applied. The results show that education level and income significantly affect satisfaction (β = −0.173; p = 0.006 and β = 0.195; p = 0.015, respectively) and loyalty dimensions, including revisit intention (β = −0.179; p = 0.004 and β = 0.269; p = 0.001), recommendation (β = −0.171; p = 0.005 and β = 0.295; p = 0.001), and intention to say positive things (β = −0.120; p = 0.051 and β = 0.215; p = 0.006). Unlike prior studies focused on traditional restaurants, this research offers new empirical evidence within food halls as hybrid gastronomic spaces. The findings provide practical insights for food hall managers and urban tourism developers by emphasizing the importance of segmenting marketing strategies according to education, income, and visit frequency to enhance customer satisfaction, loyalty, and destination attractiveness. Full article

Ubiquitous blended learning, leveraging mobile devices, has democratized education by enabling autonomous and readily accessible knowledge acquisition. However, its reliance on traditional interfaces often limits learner immersion and meaningful interaction. The emergence of the wearable metaverse offers a compelling solution, promising enhanced multisensory experiences and adaptable learning environments that transcend the constraints of conventional ubiquitous learning. This research proposes a novel framework for ubiquitous blended learning in the wearable metaverse, aiming to address critical challenges, such as multi-source data fusion, effective human–computer collaboration, and efficient rendering on resource-constrained wearable devices, through the integration of embodied interaction and multi-agent collaboration. This framework leverages a real-time multi-modal data analysis architecture, powered by the MobileNetV4 and xLSTM neural networks, to facilitate the dynamic understanding of the learner’s context and environment. Furthermore, we introduced a multi-agent interaction model, utilizing CrewAI and spatio-temporal graph neural networks, to orchestrate collaborative learning experiences and provide personalized guidance. Finally, we incorporated lightweight SLAM algorithms, augmented using visual perception techniques, to enable accurate spatial awareness and seamless navigation within the metaverse environment. This innovative framework aims to create immersive, scalable, and cost-effective learning spaces within the wearable metaverse. Full article

A partially ordered set (or a poset, for short) is a set endowed with a partial order relation, i.e., with a reflexive, anti-symmetric, and transitive binary relation. As mathematical objects, posets have been intensively studied in the last century, coming to play essential roles in pure mathematics, logic, and theoretical computer science. More recently, they have been increasingly employed in data analysis, multi-criteria decision-making, and social sciences, particularly for building synthetic indicators and extracting rankings from multidimensional systems of ordinal data. Posets naturally represent systems and phenomena where some elements can be compared and ordered, while others cannot be and are then incomparable. This makes them a powerful data structure to describe collections of units assessed against multidimensional variable systems, preserving the nuanced and multi-faceted nature of the underlying domains. Moreover, poset theory collects the proper mathematical tools to treat ordinal data, fully respecting their non-numerical nature, and to extract information out of order relations, providing the proper setting for the statistical analysis of multidimensional ordinal data. Currently, their use is expanding both to solve open methodological issues in ordinal data analysis and to address evaluation problems in socio-economic sciences, from multidimensional poverty, well-being, or quality-of-life assessment to the measurement of financial literacy, from the construction of knowledge spaces in mathematical psychology and education theory to the measurement of multidimensional ordinal inequality/polarization. Full article

This study examined the influence of student–teacher relationships and school infrastructure on preschool children’s motor creativity, encompassing fluency, originality, and imagination. Twenty teachers completed the Student–Teacher Relationship Scale for 200 children (10 children per teacher). The research team recorded aspects of the school’s physical environment through Movement Play Scale and assessed children’s motor creativity via the Thinking Creatively in Action and Movement test. The results revealed that dimensions of the student–teacher relationship, such as conflict and dependency, negatively impacted fluency, and originality components of motor creativity. Contrary to expectations, teacher participation in movement activities did not significantly contribute to motor creativity, potentially due to over-direction limiting children’s autonomy. Similarly, the school’s infrastructures were negatively linked to fluency and originality. The findings underscore the importance of nurturing autonomy-supportive environments and balancing guidance with opportunities for independent exploration. Teachers should also invest in adaptable educational spaces to foster creativity without encouraging dependency. This study emphasizes the critical role of supportive relational and environmental factors in shaping preschool children’s creative movement abilities. Full article