Search Results (1,162)

This study examines how justice-oriented modeling lessons promote elementary students’ capacity to mathematize complex situations, develop civic empathy, and take action to address inequities and injustices in their communities. Through qualitative methods using multiple data sources including teacher interviews, lesson transcripts, student work, and classroom artifacts we share cases of modeling tasks that use mathematics as an empowerment tool to address empathy, representation, access, fairness and taking action. Findings illustrated critical moment-to-moment instructional decisions teachers made to elicit students’ justice-oriented reasoning. The modeling tasks involved addressing food waste in the school cafeteria, creating an inclusive play area, diversifying the school library collections, and choosing items for a sensory space to positively impact students’ individual and community well-being. Implications for teachers and teacher educators will be discussed. Full article

Indoor CO₂ forecasting supports proactive ventilation control that balances air quality with energy efficiency. While Machine Learning (ML) models have shown strong performance in controlled settings such as schools, their generalization across indoor spaces with diverse occupancy dynamics remains poorly characterized. We present a systematic benchmark of 11 forecasting models spanning simple baselines, statistical methods, classical ML, deep learning, ensembles, and foundation models using 18 weeks of IoT sensor data spanning six real-world use cases: conference rooms, dining halls, hospitals, food markets, offices and student residences. Performance depends strongly on the prediction horizon and on the regularity of occupancy-driven CO₂ patterns. Simple baselines tend to perform best at short horizons (10 min ahead), while ensembles and fine-tuned foundation models provide more robust accuracy at longer horizons (4 h ahead). Remarkably, zero-shot foundation models demonstrate the ability to outperform trained classical models in data-scarce scenarios, challenging the traditional paradigm of localized training. These findings indicate that optimal forecasting strategies are context-dependent and challenge the assumption of universal model superiority. Full article

We report the case of a school-aged patient with attention-deficit/hyperactivity disorder who presented with a palpable epigastric mass. The initial abdominal ultrasonography indicated the presence of a heterogeneous space-occupying lesion in the upper abdomen. Subsequent computed tomography revealed a large intragastric mass with a mottled air-containing density, an imaging feature characteristic of a bezoar. Esophagogastroduodenoscopy confirmed a massive trichobezoar extending beyond the pylorus into the duodenum, consistent with Rapunzel syndrome. Although the endoscopic removal proved unsuccessful, a subsequent surgical extraction via laparotomy yielded a 22 cm trichobezoar. Further history revealed prior hair-picking behavior approximately one year earlier, with a localized bald patch noted by her parents. This case highlights the characteristic multimodal imaging findings of trichobezoars and serves to emphasize the diagnostic challenge posed by a limited clinical history in children with psychiatric comorbidities presenting with abdominal masses. Full article

Climate hazards increasingly disrupt schooling, revealing the limits of preparedness models that treat teachers only as implementers. This study reframes teacher empowerment as a climate-resilience capability and examines how governance arrangements enable (or constrain) hazard-ready education systems. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), searches of Web of Science, Scopus, and Google Scholar (2000–2025) identified 53 eligible studies. Across diverse hazards and settings, the evidence converges on a governance-to-capability pathway: empowerment becomes resilient performance only when the delegated decision space is matched with financed capacity (time, training, contingency resources), timely risk information and functional communication/digital infrastructure, institutionalized cross-sector coordination (education–DRR–health–protection–local government), and learning-oriented accountability (after-action review and adaptive revision rather than punitive compliance). Reported outcomes include higher preparedness quality, earlier protective action, improved learning continuity and safeguarding, and more sustainable teacher well-being/retention. Predictable failure modes include mandate–resource mismatch, accountability overload, unstable centralization–autonomy dynamics, and inequitable empowerment distribution affecting rural schools, women, and contract teachers, and disability inclusion. The evidence gaps remain pronounced for chronic hazards (especially heat and wildfire smoke), high-vulnerability contexts (fragile/conflict settings and informal settlements), and standardized measures of equity, burden distribution, governance performance, and cost-effectiveness. Policies should prioritize integrated governance packages with explicit protection and equity safeguards. Full article

The intellectual exchanges between late-Ming Jesuits and Chinese literati have long been interpreted primarily as a process of cultural accommodation aimed at “harmonizing with Confucianism” (合儒), and scholarship has tended to focus on missionary strategies, social networks, or individual conversion histories. By contrast, the question of how resources within Confucian thought made ethical dialogue with Catholicism possible—especially why the practical-learning strand (實學派) of Wang Yangming’s School (陽明學) exhibited such pronounced receptivity to Catholic ideas among late-Ming literati—remains insufficiently theorized at the level of conceptual structure. This study, therefore, shifts the analytical focus from “historical narratives of converts” to an explanation of the mechanisms that enabled Sino-Jesuit dialogue. It argues that Augustine and Wang Yangming display a notable convergence in their conceptions of good and evil (善惡論), and that this convergence created an intellectual space for engagement between Jesuits and later Yangming scholars. The Jesuits’ deliberate promotion of doctrines concerning the punishment of evil (懲惡) further facilitated the practical-learning Yangmingists’ reception of Catholic resources regarding ultimate judgment and retributive justice, especially as they confronted the problem of inadequate means to restrain or punish wrongdoing. This article situates late-Ming Sino-Western intellectual exchange within an analytical framework of “theories of good and evil—mechanisms for punishing evil—pathways for supplementing Confucianism (補儒),” thereby offering a mechanism-based explanation, grounded in theories of good and evil, for the historical interaction between Chinese Confucian thought and the ethical systems of incoming religions. Full article

While school bullying has received substantial academic attention, the specific roles of teachers as (co-)perpetrators or bystanders in (cyber-)bullying dynamics remain markedly underexplored—particularly in the Austrian context. This article foregrounds pupils’ perception of teachers’ involvement in (cyber-)bullying. Drawing on feminist perspectives and insights from digital and gender(-queer) geographies, as well as interdisciplinary (cyber-)bullying research, it explores how pupils perceive teachers’ involvement in bullying dynamics and how they believe it shapes the perceived severity, trajectories, and outcomes of (cyber-)bullying. In doing so, the article contributes a specific but underexplored perspective on power and violence in schools. The analysis is based on 41 written narratives produced by young people attending upper secondary vocational colleges in Austria. The findings reveal that pupils subjectively perceive teachers as taking on various roles in (cyber-)bullying dynamics, including preventers, (silent) accomplices, defenders, outsiders, and (co-)perpetrators. In these accounts, teacher involvement in bullying reinforces power hierarchies, intensifies victimisation, and intersects with peer bullying dynamics, creating a complex system of interrelated influences. The study highlights the intersectional nature of discrimination and bullying, showing how pupils’ identities are entangled with their embodied experiences of both teacher- and peer-perpetrated bullying. These findings suggest an urgent need for spatially and structurally informed reforms in school policies and teacher training programmes to address teacher-perpetrated bullying, raise awareness of teachers’ responsibility in peer bullying dynamics, and foster safer, more inclusive learning spaces for pupils in Austria. Full article

This study investigates civic identity among young people in Latvia within a multidimensional framework that includes subjective, ethical, and political aspects. The empirical research is based on a survey of 9th–12th grade students enrolled in general education schools in a selected city, including schools where instruction is in the state language and schools where instruction is in a minority language. The questionnaire, rooted in a multidimensional concept of civic identity, measured subjective, ethical, and political dimensions through categorical items and a four-point Likert scale. Chi-square tests showed significant differences between school types across various dimensions of civic identity. Self-identification as a Latvian patriot and respect for the country differed significantly across all grades, with moderate to large effects. Perceived personal relevance to the country also varied significantly in some grades, with the strongest differences seen in grade 10. Willingness to defend the country had significant links to school type, especially in upper secondary grades. These findings highlight the variety of civic self-perceptions in a linguistically diverse educational setting and emphasise the importance of schools as spaces where civic identity is expressed and negotiated. The results add to debates in civic education and may help develop competency-based teaching methods suitable for diverse cultural contexts. Full article

Cyber-trauma has emerged as an important concern within online gaming environments, with growing implications for children’s mental health and well-being. Multiplayer games increasingly function as routine spaces for interaction, competition, and informal learning, which may expose young players to hostile behaviours such as harassment, hate speech, exclusion, and repeated targeting. Understanding the psychological consequences of these experiences and the protective role of family support is therefore essential. This study investigates the relationship between cyber-trauma victimisation (CV) and four mental health outcomes—depressive symptoms (DS), anxiety symptoms (AS), perceived stress (PS), and emotional distress (ED)—among Generation Alpha student gamers, while examining parental support as a moderating factor. Survey data were collected from 1223 students of diverse Arab nationalities enrolled in schools in Saudi Arabia, with Saudi nationals representing approximately 15% of the sample. The results indicate that CV is a strong and consistent predictor of all examined mental health outcomes. Higher levels of CV are significantly associated with increased depressive symptoms (β = 0.58), anxiety symptoms (β = 0.55), perceived stress (β = 0.52), and emotional distress (β = 0.60) (all p < 0.001). Parental support significantly moderates these relationships, weakening the association between cyber-trauma exposure and adverse psychological outcomes. These findings contribute to the growing literature on children’s digital well-being by demonstrating that online gaming environments can serve as meaningful psychosocial stressors for young players. The results further highlight the importance of family-centred protective mechanisms, suggesting that parental emotional support, guidance, and communication can play a critical role in buffering the mental health risks associated with hostile online interactions. Full article

In alternative education programs, school wellbeing is enacted partially through the spatialized (emplaced and embodied) lived experiences of students whose educational futures are fragile. Displaced to a series of trailers and limited to half-day attendance, the participants in this qualitative study were removed from mainstream classes in a large urban high school to attend alternative programming. Utilizing a critical counter-mapping youth participatory action approach, 24 participants mapped their barriers and supports to school wellbeing by moving through, sitting within, and writing together in the school spaces they were no longer permitted to occupy during their studies. As a research collective, students produced twenty-six annotated counter-maps, inscribing their school histories, present tensions, and hopes for educational futures onto existing geographical maps of the building. Findings contribute to understandings of students’ perspectives on best practices for complex school interactions as a foundation for building school climates that center educational wellbeing, care, play, and relationships. In addition to insights into current spatial practices in schools and how they might be rewritten to advance an equity-orientation, this work makes visible the tensions between the school’s emphasis on academic performance and the youth’s lived experiences of injustice on the spatial and metaphorical edges of the system. Full article

This practice-led research examines how virtual production represents a circular return to scenographic practice, reactivating integrated modes of spatial authorship that have long underpinned screen storytelling but were obscured by industrial fragmentation. Drawing on a single-day intensive workshop at the Australian Film, Television and Radio School (AFTRS), the study analyses how spatial authorship emerged through embodied, collaborative engagement with an LED volume environment. Grounded in scenographic theory and concepts of distributed cognition and situated authorship, the article reframes virtual production as a condition that renders pre-digital, collaborative modes of making visible within contemporary screen production. The LED volume functions simultaneously as scenic environment, lighting instrument, and compositional partner, requiring participants to negotiate space, light, movement, and camera as a unified spatial event. Analysis identifies how scenographic understanding emerged through virtual scouting, world-responsive storytelling, physical-digital integration, and embodied realisation. The findings extend production design theory by challenging ocular-centric models of mise-en-scène and positioning scenographic integration as screen practice—an epistemic mode of enacting through collective, materially grounded spatial experimentation. While situated within an educational context, the study points to broader implications for how spatial authorship and collective practice are understood in contemporary screen production. Full article

The research problematises the different micro-exclusion practices in rural primary schools and their impact on learners’ participation and academic development. Rural primary school classrooms perpetuate systemic micro-exclusion of learners in various ways, reflecting injustice and a colossal squandering of human potential. All learners, at some point, in the same learning spaces often face different classroom experiences as they are subtly excluded through teacher commissions and omissions. The paper presents an exploration of the phenomenon of micro-exclusion practices in rural primary school classrooms, drawing on the perspectives and reflections of six primary school teachers. Using a qualitative phenomenological multi-case study design, we explore the everyday behavioral activities of these teachers through in-depth semi-structured interviews and non-participant observation to uncover their experiences and insights regarding subtle micro-exclusionary practices that impact learner participation and inclusivity. It responds to two questions: how do teachers micro-exclude learners during teaching and learning in rural primary schools in Zimbabwe, and what mitigation strategies can be implemented to minimise micro-exclusion in rural primary school classrooms? Findings revealed that micro-exclusion affects all learners and is multifaceted. It exists and manifests in the form of social isolation, subtle biases in attention, and disparities in feedback, which have a strong bearing on learners’ participation. Teachers reported varying degrees of awareness and challenges concerning micro-exclusion practices and expressed a desire to address implicit or explicit biases and foster greater participation in classroom environments. The study highlights the importance of reflective practices among rural primary school teachers and suggests strategies for creating an inclusive participatory atmosphere that mitigates micro-exclusion. Full article

Position-Based Visual Servoing (PBVS) and Image-Based Visual Servoing (IBVS) struggle to balance end effector pose accuracy and robustness in apple picking. They are also prone to target loss and control singularities. A progressive Hybrid Automatic Switching Visual Servoing (HAVS) method is proposed and applied to an apple-picking robotic system. HAVS integrates PBVS and IBVS to coordinate control of the manipulator end effector pose. A depth-based switching function is designed. When target depth is below an optimal threshold, the controller switches to PBVS for precise final positioning. This reduces target loss and control singularities. An adaptive proportional-derivative (PD) controller with fuzzy gain scheduling updates the control gains online to enhance responsiveness and stability. The hardware consists of a six-axis manipulator, a depth camera, and a mobile base. You Only Look Once version 5 (YOLOv5) performs apple detection and generates control commands. Indoors, success rate was 96%, which was 4 and 10 percentage points higher than PBVS only and IBVS only. Average picking time was 12.5 s, 0.3 s, and 1.1 s shorter. Outdoors, success rate was 87.5%, average time was 13.2 s, and damage rate was 4.2%. This method provides a reference implementation for visual servo control in agricultural picking robots. Full article

Enclosed learning spaces, e.g., classrooms, are used in most schools. Open learning spaces, which enable teaching more than one group of students at a time, have become increasingly popular. A recent survey showed that acoustic satisfaction was lower among teachers working in open learning spaces. Our purpose was to compare the acoustic conditions of these learning space types. We investigated the room acoustic quality of 73 learning spaces in 20 schools. Ten schools involved only enclosed and ten both open and enclosed learning spaces. Measurements concerned speech transmission index, STI, background noise level, L_Aeq, and reverberation time, T. Variation in results in both learning space types was rather large. In enclosed learning spaces, STI varied within 0.64–0.83, L_Aeq within 25–47 dB, and T within 0.34–0.82 s. The corresponding variations in open learning spaces were 0.47–0.91, 29–44 dB, and 0.44–0.72 s. The differences between enclosed and open learning spaces were surprisingly small. Due to the different intended uses of these space types, Finnish target values are tighter for open than for enclosed learning spaces. These target values were fulfilled in 56% of enclosed and 9% of open learning spaces. The more frequent violation of target values in open learning spaces was due to the STI being too large at longer distances. Our study provides suggestive evidence that the room acoustic conditions are worse in open than enclosed learning spaces. Further research is needed to prove whether room acoustic conditions could explain worse acoustic satisfaction in teachers. Full article

This qualitative study explores the induction experiences of Palestinian Arab novice teachers in Jewish-majority schools in Israel during a period of intense national tension (2023–2025). Amid ongoing teacher shortages in the Jewish sector and a surplus of qualified teachers in the Arab sector, Boundary-Crossing Teaching (BCT) has become a notable phenomenon. Using semi-structured interviews and reflective journals of 23 beginning teachers and eight mentors, the study investigates how minority educators navigate cultural and political divides in a conflict-affected society. The findings reveal that during periods of heightened tension, teachers’ professional identity is often overshadowed by ethnic suspicion, leading to a “dual burden” of professional and national representation. The data shows that teachers navigate national ceremonies through “strategic ambiguity”—performing outward compliance (e.g., standing for the siren) while maintaining internal identity boundaries. Furthermore, the study identifies a paradox in language dynamics: while Palestinian Arabic is often “securitized” and viewed with suspicion in staffrooms, teachers successfully leverage their linguistic background as “intercultural capital” to build empathy with students. The research finds that shared-identity mentors provide an essential “third space” for processing experiences of racism that are otherwise silenced within the school hierarchy. These empirical results demonstrate that teacher retention in conflict zones requires active institutional protection to prevent professional status from collapsing into national categorization. Full article