Search Results (615)

This study analyses the effectiveness of a contextualized teaching and learning sequence (TLS) based on forensic entomology (FE) to disprove the idea of spontaneous generation (SG) among students enrolled in the Higher Vocational Education and Training (VET) Cycle in Pathological Anatomy and Cytodiagnosis. Through an inquiry- and project-based learning approach, students replicate a version of Francesco Redi’s historical experiments, enabling them to engage with core scientific concepts such as the metamorphic cycle of insects and the role of entomology in forensic science. The research adopts a semiquantitative and exploratory design. It investigates: (1) whether students’ prior knowledge about FE and related biological processes is sufficient to refute SG; (2) to what extent this knowledge is influenced by their previous academic background and gender; and (3) whether a contextualized TLS can significantly enhance their conceptual understanding. The results reveal that most students begin with limited initial knowledge of FE and multiple misconceptions related to SG, irrespective of their previous study. Gender differences were observed at baseline, with women showing lower prior knowledge, but these differences disappeared after the intervention. The post-intervention data demonstrate a significant improvement in student’s ability to reject SG and explain biological processes coherently. The study highlights the importance of integrating entomology into health-related VET programs, both as a means to promote scientific literacy and correct misconceptions and as a pedagogical tool to foster critical thinking. It also highlights the potential and historically grounded methodologies to equalize learning outcomes and strengthen the scientific preparation of future healthcare professionals. Full article

This study dives into what drives people to use AR filters in the catering industry, focusing on the Hong Kong market. The main idea is to determine how “perceived value” shapes users’ intentions to engage with these filters. To do this, the research combines concepts from two popular models—the extended Technology Acceptance Model (TAM) and the Satisfaction–Loyalty Model (SLM)—to understand what influences perceived value. The survey data were then analyzed with Structural Equation Modeling (SEM) to see how perceived usefulness, enjoyment, satisfaction, and value connect to users’ intentions. The results showed that “perceived value” is a big deal—the main factor driving whether people want to use AR filters. Things like how useful or enjoyable the filters are and how satisfied users feel all play a role in shaping this perceived value. These findings are gold for marketing teams and AR developers, especially in the catering world. Combining TAM and the Satisfaction–Loyalty Model offers a fresh perspective on how AR technology influences consumer behavior. On top of that, it gives practical advice for businesses looking to make the most of AR filters in their marketing and customer experience strategies. Full article

This study documents Black Wisconsinites’ birthing experiences and their proposed solutions to improve Black birthing people’s trust in healthcare. Between 2019 and 2022, we conducted semi-structured, longitudinal interviews (both individual and focus group interviews) with those enrolled in a local perinatal support group program for Black birthing people (N = 25), asking about their pregnancy, birthing, and postpartum experiences and their ideas for building trust in healthcare. Using the Daughtering Method and Braun and Clarke’s method of reflexive thematic analysis, we coded the interview data and then iteratively collated the codes into themes and subthemes. Participants described experiencing medical racism, including healthcare trauma and provider bias, during pregnancy and delivery. They drew connections between those experiences and the distrust they felt toward healthcare providers and the healthcare system. They provided actionable strategies that individual providers and the healthcare system can take to build the trust of Black birthing people: employ more Black providers, listen to Black birthing people, exhibit cultural humility, engage in shared decision-making, build personal connections with patients, and spend more time with patients. This study connects Black birthing people’s experiences of medical racism to feelings of medical distrust and provides community-identified actionable suggestions to build trust and shape how we combat racial disparities in healthcare provision and health outcomes. Full article

The development of Daoism in Italy is deeply connected to how its classical texts were received and circulated. Although Italian Christian missionaries were among the earliest Western commentators on Daoism, significant Italian engagement with Daoist works only emerged in the 20th century. During the first half of that century, Italian publishers released six translations of the Laozi, three partial translations of the Zhuangzi, and several general works on Daoism. This surge of interest was influenced by two major 19th-century developments: the rise of sinology as an academic field in France, which spurred European scholarly interest in Chinese culture, and the spread of international esoteric and occult movements, which drew heavily from Eastern philosophies. This paper focuses on two important Italian translations of the Laozi from the interwar period—Julius Evola’s 1923 translation and Attilio Castellani’s 1927 version. These translations exemplify the dual influences of academic sinology and esoteric movements on the Italian reception of Daoism. By comparing these works, this paper highlights how Daoist ideas were introduced and interpreted in Italy, shaped both by the translators’ personal backgrounds and their distinct intellectual aims, thus revealing the varied contexts in which Daoism was received in early 20th-century Italy. Full article

This paper analyzes the historical genealogy of conspiracy theories about a global supergovernment by focusing on one period of American history in which it attained particular visibility. The formation of the United Nations in 1945 and the onset of the Cold War galvanized speculation on the political margins that a shadowy, malevolent international government was seeking world domination by targeting the United States and its political culture. At the same time, mainstream United States foreign policy was marked by a desire to both reshape international institutions to resist Soviet influence while also avoiding any domestic changes that might result from international engagement. This paper suggests that conspiracy theory functioned as a mechanism resolving the vicious circle occasioned by these competing foreign policy priorities. Through a narrative analysis of conspiratorial sentiments in North Dakota Representative Usher L. Burdick’s warnings about the United Nations as a threat to American liberty and sovereignty, this article highlights the continuities between mainstream American exceptionalism and conspiratorial ideas. Full article

Background/Objectives: BRIGHTLIGHT was the national evaluation of adolescent and young adult (AYA) cancer services in England. BRIGHTLIGHT results were not available when the most recent healthcare policy (NHSE service specifications for AYA Cancer) for AYA was drafted and therefore did not consider BRIGHTLIGHT findings and recommendations. We describe the co-development and delivery of a Policy Lab to expedite the implementation of the new service specification in the context of BRIGHTLIGHT results, examining the roles of multi-stakeholders to ensure service delivery is optimised to benefit AYA patients. We address the key question, “What is the roadmap for empowering different stakeholders to shape how the AYA service specifications are implemented?”. Methods: A 1-day face-to-face policy lab was facilitated, utilising a unique, user-centric engagement approach by bringing diverse AYA stakeholders together to co-design strategies to translate BRIGHTLIGHT evidence into policy and impact. This was accompanied by an online workshop and prioritisation survey, individual interviews, and an AYA patient workshop. Workshop outputs were analysed thematically and survey data quantitatively. Results: Eighteen professionals and five AYAs attended the face-to-face Policy Lab, 16 surveys were completed, 13 attended the online workshop, three professionals were interviewed, and three AYAs attended the patient workshop. The Policy Lab generated eight national and six local recommendations, which were prioritised into three national priorities: 1. Launching the service specification supported by compelling communication; 2. Harnessing the ideas of young people; and 3. Evaluation of AYA patient outcomes/experiences and establishing a national dashboard of AYA cancer network performance. An animation was created by AYAs to inform local hospitals what matters to them most in the service specification. Conclusions: Policy and research evidence are not always aligned, so when emerging evidence does not support current guidance, further exploration is required. We have shown through multi-stakeholder involvement including young people that it was possible to gain a different interpretation based on current knowledge and context. This additional insight enabled practical recommendations to be identified to support the implementation of the service specification. Full article

VisRep (Visualisation Report) is an AI-powered system for capturing and structuring the early stages of the visualisation design process. It addresses a critical gap in predesign: the lack of tools that can naturally record, organise, and transform raw ideation, spoken thoughts, sketches, and evolving concepts into polished, shareable outputs. Users engage in talk-aloud sessions through a terminal-style interface supported by intelligent transcription and eleven structured questions that frame intent, audience, and output goals. These inputs are then processed by a large language model (LLM) guided by markdown-based output templates for reports, posters, and slides. The system aligns free-form ideas with structured communication using prompt engineering to ensure clarity, coherence, and visual consistency. VisRep not only automates the generation of professional deliverables but also enhances reflective practice by bridging spontaneous ideation and structured documentation. This paper introduces VisRep’s methodology, interface design, and AI-driven workflow, demonstrating how it improves the fidelity and transparency of the visualisation design process across academic, professional, and creative domains. Full article

Despite reaching intermediate English proficiency, many bilingual secondary students in Colombia struggle with academic writing due to difficulties in organizing ideas and expressing arguments coherently. To address this issue, this study explores the integration of AI-powered tools—Grammarly and ChatGPT—within the Writing Workshop Instructional Model (WWIM) to enhance students’ writing skills. Conducted at a bilingual secondary school, the intervention targeted 10th grade ESL learners and focused on improving grammar accuracy, textual coherence, and organizational structure. Drawing on Galbraith’s model of writing as content generation, the study adopted a design-based research methodology, incorporating iterations of implementation, feedback, and refinement. The results indicate that combining WWIM with AI feedback significantly improved students’ academic writing performance. Learners reported greater confidence and engagement when revising drafts using automated suggestions. These findings highlight the pedagogical potential of integrating AI tools into writing instructions and offer practical implications for enhancing academic writing curricula in secondary ESL contexts. Full article

This article examines how governance structures and procedural timing influence the effectiveness of Territorial Management Instruments (TMIs) in Portugal. Anchored in a comparative analysis of two key legal reforms (Decree-Law No. 380/1999 and Decree-Law No. 80/2015), the study explores the tensions between democratic legitimacy and regulatory complexity. While the 1999 framework emphasized vertical coordination and participatory rights, it often led to procedural rigidity and institutional inertia. Conversely, the 2015 reform promoted digital tools and streamlined processes but introduced new governance gaps, reduced stakeholder diversity, and compressed consultation timelines. Drawing on a qualitative analysis of legal texts, policy documents, and technical documentation, the article introduces the concept of temporal governance, the idea that planning time is not merely a constraint but a governable resource. Through this lens, planning delays are reframed as either pathological (caused by inefficiency and fragmentation) or productive (used strategically to enhance environmental assessment and stakeholder engagement). A new conceptual framework is proposed to classify types of planning time, differentiate delays, and support temporal calibration in governance design. Findings show that effective planning outcomes hinge not only on legal architecture or participatory norms but also on the institutional ability to balance speed with deliberation and strategic foresight with procedural pragmatism. The paper concludes by calling for adaptive governance models that integrate time as a dynamic dimension of spatial planning, with implications for environmental resilience, democratic value, and, above all, institutional trust. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

Friedrich Nietzsche can be an awkward topic for classicists and ancient philosophers, especially since an important part of his heavily critical philosophy begins as a reaction to, and critique of, his contemporary classical scholarship with which he was intimately familiar, being one of the most impressive ‘products’ of its development. Nietzsche was a thinker who in many ways turned the prevalent opinions about Greeks and contemporaries upside down, challenging his predecessors and successors with provocative readings of some of the most cherished philosophies in Western culture. This essay examines Nietzsche’s treatment of sophists—an important group of intellectuals whose reception had suffered greatly under the devastating judgement of Plato and Aristotle. While recent scholarship frequently regards sophists as philosophers, Nietzsche’s contemporaries were generally extremely dismissive of this group and regarded them in negative light as illegitimate thinkers and opponents to their contemporary ‘true’ philosophers (i.e., Socrates, Plato, and Aristotle). This paper traces two different moments in Nietzsche’s philosophical output that exhibit closer engagement with the sophists: the ‘early’ Nietzsche regards sophists as innovators in language and style, the ‘late’ Nietzsche sees them as countercultural revolutionaries. Despite the fact that in both stages, sophists are introduced as champions for ideas that are central to Nietzsche’s own philosophical preoccupations (the development of language, the overthrowing of values), his treatment of this group of intellectuals appears at first sight superficial and surprisingly unenthusiastic. The paper will examine our existing sources on Nietzsche’s treatment of the sophists and will suggest, ultimately, that his engagement with them was probably far more complex and multilayered than has been thus far assumed. Full article

This paper explores the potential of the Ozobot EVO mobile robot as an educational tool for teaching Python programming. While the robot is currently designed for younger students through color and block programming, it is not yet widely utilized for teaching text-based coding. The Ozobot’s compatibility with Python presents a valuable opportunity for students to visualize their programming concepts through the robot’s actions, offering a more engaging alternative to console-based learning. The increasing use of the Raspberry Pi, a single-board computer programmed in Python, has necessitated the inclusion of Python in the curriculum. However, students often find learning Python challenging and demotivating. To enhance STEM education and student motivation, this paper proposes sample Python code for the Ozobot EVO, aiming to encourage educators to integrate the robot into their teaching. I suggest some Python code examples for the Ozobot EVO. This is to help educators see how they can use the robot in their lessons. Specifically, code examples for controlling motion, sound, light, and combinations of these functionalities are presented. When students see the robot react immediately to their code, they can understand programming ideas much better than just seeing text in the Python console. The Ozobot EVO mobile robot offers a solid foundation for learning Python programming. Full article

This study investigates how pre-service Earth science teachers used ChatGPT in designing lessons based on the 5E instructional model and what educational opportunities and challenges emerged. As generative AI tools gain traction in education, understanding their integration into science lesson planning is increasingly important. Eight pre-service teachers from a South Korean university participated in a four-week instructional design project. They developed 5E-aligned Earth science lessons while interacting with ChatGPT for idea generation, explanation, activity development, and assessment. Data sources included lesson plans, ChatGPT interaction logs, reflective journals, and interviews. Thematic analysis was used to examine instructional uses of AI and the adaptations required during the process. Findings showed that ChatGPT supported different phases of the 5E model—providing metaphors and analogies in Engage, activity ideas in Explore, draft explanations in Explain, task prompts in Elaborate, and assessment questions in Evaluate. However, participants frequently revised or rejected AI-generated content to match inquiry goals, student readiness, and curriculum standards. The study highlights the importance of pedagogical reasoning in AI-supported lesson design. It contributes to the growing literature on teacher education and AI by offering a phase-specific view of GenAI use and underscoring the instructional mediation needed for effective application. Full article

Social media refers to digital platforms that enable users to create, share, and engage with content within virtual communities. Platforms like Facebook, X, Instagram, and TikTok have democratized content creation, allowing individuals to share ideas, opinions, and experiences with global audiences. Social media has revolutionized the way information is shared and consumed, offering unprecedented opportunities for learning, engagement, and democratic participation. However, this accessibility comes with significant ethical challenges, particularly centered around the paradox of freedom versus harm—the tension between upholding freedom of expression and mitigating the harms of misinformation, privacy violations, and AI-driven bias. This entry explores the dilemmas and opportunities associated with social media, examining how these platforms shape public discourse, influence consumer behavior, and challenge traditional notions of truth and accountability. It aims to provide policymakers, educators, and platform designers with actionable insights to foster ethical social media environments. Full article

The increasing frequency and intensity of extreme environmental phenomena mandate further actions to protect the most vulnerable groups, especially children. Traditionally, children have been excluded from conversations about disasters; however, this exclusion is reductive and perpetuates false ideas about children’s capacity to engage with safety information and materially manifest sustainable practices in their life. Such a reality is also impractical because early exposure through learning opportunities can yield engagement in sustainable development in adulthood. This research sought to improve understanding about children’s capacity to engage in DRR information. This study reviewed posters created by 7-year-old children at a primary school in the UK. These were produced as part of prior climate change workshops and included an illustration of a flood safety kit with items children would choose to have with them if there was an emergency (e.g., flooding event). Items included were counted and tallied to identify trends. The results demonstrated the capacity of children in this age group to select practically useful items for their safety in flooding emergencies. Based on findings, this study advocates for greater inclusion of children within disaster preparedness activities and the production of more tailored DRR learning opportunities to engage children within their school environment. Full article