Search Results (700)

This study adopts a systems perspective to examine the persistent effects of China’s One-Child Policy (OCP) on the subjective well-being of older adults, emphasizing structural persistence, reinforcing feedback, and path-dependent lock-in in complex socio-technical systems. Using nationally representative data from the China Longitudinal Aging Social Survey (CLASS-2014), we exploit the OCP’s formal rollout at the end of 1979—operationalized with a 1980 cutoff—as a quasi-natural experiment. A Fuzzy Regression Discontinuity (FRD) design identifies the Local Average Treatment Effect of being an only-child parent on late-life well-being, mitigating endogeneity from selection and omitted variables. Theoretically, we integrate three lenses—policy durability and lock-in, intergenerational support, and life course dynamics—to construct a cross-level transmission framework: macro-institutional environments shape substitution capacity and constraint sets; meso-level family restructuring reconfigures support network topology and intergenerational resource flows; micro-level life-course processes accumulate policy-induced adaptations through education, savings, occupation, and residence choices, with effects materializing in old age. Empirically, we find that the OCP significantly reduces subjective well-being among the first generation of affected parents decades later (2SLS estimate ≈ −0.23 on a 1–5 scale). The effects are heterogeneous: rural residents experience large negative impacts, urban effects are muted; men are more adversely affected than women; and individuals without spouses exhibit greater declines than those with spouses. Design validity is supported by a discontinuous shift in fertility at the threshold, smooth density and covariate balance around the cutoff, bandwidth insensitivity, “donut” RD robustness, and a placebo test among ethnic minorities exempt from strict enforcement. These results demonstrate how demographic policies generate lasting impacts on elderly well-being through transforming intergenerational support systems. Policy implications include strengthening rural pension and healthcare systems, expanding community-based eldercare services for spouseless elderly, and developing complementary support programs. Full article

The Technology-Enhanced Learning (TEL) Marketplace was a joint initiative by the vice rectorate for academic affairs and the vice rectorate for digitization and change management at Graz University of Technology to modernize lectures. As part of this initiative, an exercise course on chemical thermodynamics was redesigned as a learner-centered course and enriched with interactive learning materials designed to promote self-directed learning. The core of the method used to implement this redesign is interactive notebooks created in Wolfram Mathematica to enable students to work through the examples independently, in depth, and irrespective of time, with the required theoretical background integrated into the notebooks. In this paper, we ask the following questions: RQ1: How did students use and accept the interactive notebooks? RQ2: What was the impact of the interactive notebooks and the corresponding course design as perceived by the students? To answer these questions, we conducted a questionnaire-based survey with 45 course students and statistically analyzed the results. Key results for RQ1 show that $93.33\%$ of the participating students reported using the interactive notebooks, and technology acceptance (1 = low TA, 5 = high TA) was high in both the dimensions of perceived usefulness ($m=3.88$) and attitude ($m=4.24$). Regarding RQ2, our key results show that students perceived the notebooks to have a positive impact on their learning experience, especially regarding their self-directed learning. The results of this work are in alignment with observations by lecturers, which showed that this more student-centric course design and the integration of the interactive learning materials made it possible to clarify detailed questions during the independent learning phase, allowing the interactive part of the course to focus on the tactical approaches, solutions, and problems that arose during the calculations, which raised the overall level of content teaching. Full article

Generally speaking, the conception of God serves as the theoretical focal point and central concern of Kant’s philosophy of religion. Its content is multidimensional, covering many aspects, such as proof of God’s existence, the image of God, and God’s status and functions. The purpose of this paper is to examine the evolution of the concept of God in Kant’s philosophy of religion in three different philosophical periods—the pre-critical period, the period of the critical philosophy and the post-critical period—to analyze the evolution of the internal contradictions in Kant’s philosophy of religion and the course of its systematic construction, and, on this basis, to reveal the three pivotal systemic transformations achieved by Kant’s philosophy of religion—the deconstruction of traditional theology, the reconstruction of rational theology and the construction of moral religion. Finally, this paper elucidates four internal roots which drive these pivotal transformations: (1) methodological foundation: the development of critical philosophy; (2) systematic goal: the establishment of scientific metaphysics; (3) axiological orientation: the secularization of theology into anthropological theology; and (4) practical culmination: the extension of pure moral philosophy. Full article

Mechanistic cancer models can encapsulate beliefs about the main factors influencing tumour growth. In recent decades, many different types of dynamic models have been used for this purpose. The integration of a model’s differential equations yields a simulation of the behaviour of the system over time, thus enabling tumour progression to be predicted. A requisite for the reliability of these quantitative predictions is that the model is structurally identifiable and observable, i.e., that it is theoretically possible to infer the correct values of its parameters and state variables from time course data. In this paper, we show how to analyse these properties of tumour growth models using a well-established methodology, which we implemented previously in an open-source software tool. To this end, we provide an account of 20 published models described by ordinary differential equations, some of which incorporate the effect of interventions including chemotherapy, radiotherapy, and immunotherapy. For each model, we describe its equations and analyse their structural identifiability and observability, discussing how they are affected by the experimental design. We provide computational implementations of these models, which enable readily reproducing results. Our results inform about the possibility of inferring the parameters and state variables of a given model using a specific measurement setup, and, together with the corresponding methodology and implementation, they can be used as a blueprint for analysing other models not included here. Thus, this paper serves as a guide to select the most appropriate model for each application. Full article

Kolmogorov–Sinai (KS) entropy is an indicator of the chaotic behavior of entire systems from an information-theoretic viewpoint. Here, we used KS entropy values derived from the heart sounds of four fetus–mother pairs to identify the changes in fetal and maternal informational patterns during the four phases of pregnancy (early, mid, late, and postnatal). Time-series data of the heart sounds were reconstructed in a five-dimensional phase space to obtain the Lyapunov spectrum, and KS entropy was calculated. Statistical analyses were then conducted separately for the fetus and mother for the four phases of pregnancy. The fetal KS entropy significantly increased from early pregnancy to the postnatal period (0.054 ± 0.007 vs. 0.097 ± 0.007; p < 0.001), whereas the maternal KS entropy decreased in late pregnancy and then significantly increased after birth (0.098 ± 0.002 vs. 0.133 ± 0.003; p < 0.001). The increase in KS entropy with the course of fetal gestation reflects an increase in information generation and adaptive capacity during the developmental process. Thus, changes in maternal KS entropy play a dual role, temporarily enhancing physiological stability to support fetal development and helping to rebuild the mother’s own adaptive capacity in the postpartum period. Full article

Chiral metamaterial structures exhibit auxetic properties—when subjected to stress, they either contract or expand in the given direction, while maintaining an asymmetric geometric effect—they cannot overlap with their mirror image. The unit cells of hexachiral structures take the form of cylindrical nodes with ligaments attached to them. Under the action of external compressive forces, the ligaments bend and coil around the nodes. This is accompanied by a negative Poisson’s ratio approaching minus one. In this case, it has been demonstrated both theoretically and experimentally that this value is independent of the degree of compression. In the course of geometric analysis, the value of Poisson’s ratio has been shown to depend on the number of unit cells in the structure, and with a large number of unit cells, it reaches the theoretical value of minus one. The experiments were conducted on structures assembled from printed nodes and ligaments. It has been demonstrated that, as a result of uniaxial compression, various parts of the structure undergo distinct deformations. However, structures subjected to multi-directional compression—as elastic energy reservoirs—also exhibited negative Poisson’s ratio values close to minus one, with their magnitude dependent on the degree of compression. Full article

The rapid development of smart home and building technologies requires educational methods that facilitate the integration of theoretical knowledge with practical, system-level design skills. Computer-assisted tools play a crucial role in this process by enabling students to experiment with complex Internet of Things (IoT) and building automation ecosystems in a risk-free, iterative environment. This paper proposes a pedagogical framework that integrates simulation-based prototyping with collaborative and spatial design tools, supported by elements of design thinking and blended learning. The approach was implemented in a master’s-level Smart Building Systems course, to engage students in interdisciplinary projects where virtual modeling, digital collaboration, and contextualized spatial design were combined to develop user-oriented smart space concepts. Analysis of project outcomes and student feedback indicated that the use of simulation and visualization platforms may enhance technical competencies, creativity, and engagement. The proposed framework contributes to engineering education by demonstrating how computer-assisted environments can effectively support practice-oriented, user-centered learning. Its modular and scalable structure makes it applicable across IoT- and automation-focused curricula, aligning academic training with the hybrid workflows of contemporary engineering practice. Concurrently, areas for enhancement and modification were identified to optimize support for group and creative student work. Full article

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning. Full article

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching. Full article

Architectural education programs are rapidly expanding the use of immersive technologies worldwide. An increasing number of architecture schools have incorporated 360-degree videos as one of the accessible and cost-effective immersive tools. Despite their availability and ease of use, research on their effectiveness as a learning tool in architectural pedagogy remains limited and mostly focused on architectural design education. Few studies have discussed their application in theoretical courses and their potential to support cognitive understanding of architecture. Learning cultural heritage is considered a foundation of architectural theory. This study examines how the utilization of 360-degree videos, compared to conventional 2D videos, supports spatial cognition, learning performance and experience in cultural heritage education among undergraduate architecture students. An educational experiment was conducted with 89 students in their second year of the architecture degree at the Applied Science Private University, Jordan. Both 360-degree videos and conventional 2D videos were inserted as learning tools within the curriculum of History of Architecture 1 and 2 courses. A mixed-research-method framework, including observation and a post-test survey, was carried out. Using SPSS and Excel programs, the data were analyzed through a set of statistical analyses such as paired-sample t-tests, AHP, and basic descriptive analysis. The findings demonstrate that students were highly immersed and motivated when using 360-degree videos. Compared to conventional 2D videos, 360-degree videos enhanced students’ spatial cognition, performance, engagement, and participation levels in both face-to-face and online courses. These results suggest that 360-degree videos can serve as a sufficient, low-cost, and equipment-free learning tool, responding to the urgent need to utilize technologies in both theoretical and practical architectural pedagogy. Full article

Background: With the growing population requiring palliative care (PC), it is essential to enhance and expand the availability of this care in Portugal. Throughout both pre-graduate and post-graduate training for doctors, there are limited learning opportunities in this area, necessitating further training to improve the knowledge and skills needed to support patients at the end of their lives. Studies conducted on doctors and medical students have demonstrated a clear need for improved training. Additionally, others have noted significant benefits for residents who underwent post-graduate training in this field while caring for patients nearing the end of life. This study aims to evaluate the impact of a basic training program on improving palliative care knowledge among medical doctors. Methods: This was a cross-sectional study, carried out by sharing a questionnaire with the participants enrolled in the “Intensive Palliative Medicine Course” organized by a group of doctors in November 2021. The questionnaire was completed by participants at three moments of training (before, immediately after the course, and 6 months after the course), and it contained questions to assess the theoretical knowledge, skills, and abilities obtained. Results: In total, 93 out of 204 (45.58%) doctors responded before training, 80 (39.21%) immediately after training, and 36 (17.64%) six months after training. After training, an improvement in knowledge was observed (p = 0.014), which did not appear to persist six months after the course (p = 0.574). However, six months after training, an increase in doctors’ confidence in referring patients to Palliative Care Teams or Units (p = 0.009) and medicating patients who may be in the last months of their lives (p = 0.005) was observed. Conclusions: The results regarding theoretical medical knowledge did not seem to stabilize over time, so it may be necessary to create more specific training opportunities for the medical profession. An increase in doctors’ self-confidence in referring and medicating patients with palliative care needs was observed, which may be associated with better medical care provided. It is necessary to carry out more studies to evaluate the impact of combined theoretical and practical training on the knowledge and confidence of doctors in PC. Full article

Background/Objectives: The transition from theoretical knowledge to clinical practice poses significant challenges for nursing students globally. This critical period requires comprehensive educational support to build confidence and competence. While short-term preparatory courses have shown promise internationally, their effectiveness within the Saudi Arabian context remains understudied. This study aimed to evaluate nursing students’ satisfaction and self-confidence following participation in short-term preparatory courses conducted before clinical placements at Taibah University, Saudi Arabia. Methods: A descriptive cross-sectional study was conducted from February to April 2025. Data were collected from 117 undergraduate nursing students (response rate: 80.7%) using a validated questionnaire adapted from the National League for Nursing’s Student Satisfaction and Self-Confidence in Learning instrument. The preparatory courses included nursing care plan development, hospital orientation, and infection control procedures delivered over two weeks. Statistical analysis included descriptive statistics and Pearson correlation analysis. Results: Students reported high levels of satisfaction (mean = 4.29 ± 0.92) and self-confidence (mean = 4.31 ± 0.81) scores. The highest satisfaction was with instructor effectiveness (mean = 4.31 ± 1.05) and teaching methods (mean = 4.32 ± 1.01). Students demonstrated strong confidence in personal learning responsibility (mean = 4.44 ± 0.88) and skill development (mean = 4.32 ± 0.95). A strong positive correlation existed between satisfaction and self-confidence (r = 0.79, p < 0.001). Conclusions: Short-term preparatory courses effectively enhanced nursing students’ satisfaction and self-confidence in the Saudi Arabian context. The strong correlation between these constructions suggests that educational interventions improving one dimension is likely to benefit the other. These findings support integrating structured preparatory programs into nursing curricula to facilitate successful clinical transitions. Full article

Core mathematics courses are fundamental to the academic success of engineering students in higher education. These courses equip students with skills and knowledge applicable to their specialized fields. However, first-year engineering students often face significant challenges in mathematics due to a range of factors, including insufficient preparation, mathematics anxiety, and difficulty connecting theoretical concepts to real-life applications. The transition from secondary to tertiary mathematics remains a key area of educational research, with ongoing discussions about effective pedagogical approaches for teaching engineering mathematics. This study utilized a belief survey to gain general insights into the attitudes of first-year mathematics students towards the subject. In addition, it employed the activity theory framework to conduct a deeper exploration of the experiences of first-year engineering students, aiming to identify contradictions, or “tensions,” encountered within a flipped-classroom learning environment. Quantitative data were collected using surveys that assessed students’ self-reported confidence, competence, and knowledge development. Results from Friedman’s and Wilcoxon’s Signed-Rank Tests, conducted with a sample of 20 participants in 10 flipped-classroom sessions, statistically showed significant improvements in all three areas. All of Friedman’s test statistics were above 50, with p-values below 0.05, indicating meaningful progress. Similarly, Wilcoxon’s Signed-Rank Test results supported these findings, with p values under 0.05, leading to the rejection of the null hypothesis. The qualitative data, derived from student questionnaire comments and one-to-one interviews, elucidated critical aspects of flipped-classroom delivery. The analysis revealed emerging contradictions (“tensions”) that trigger “expansive learning”. These tensions encompassed the following: student expectation–curriculum structure; traditional versus novel delivery systems; self-regulation and accountability; group learning pace versus interactive learning; and the interplay between motivation and anxiety. These tensions are vital for academic staff and stakeholders to consider when designing and delivering a first-year mathematics course. Understanding these dynamics can lead to more effective, responsive teaching practices and support student success during this crucial transition phase. Full article

This study addresses several challenges in traditional triaxial test teaching including high costs, poor environmental sustainability, and the lag of soil constitutive model education behind theoretical advancements. A digital platform for triaxial test teaching was established within the MATLAB environment. This platform integrates the Anisotropic Structured Clay Model (ASCM) and the Anisotropic Creep Model (ANICREEP), supporting four key testing conditions. It accommodates various teaching scenarios and experimental designs, clearly illustrating the stress–strain relationships of soil and the evolution of key state variables under different testing conditions. The platform helps students gain a deeper understanding of soil mechanical behavior while alleviating the burden of complex mathematical derivations, thereby establishing a new technology suitable for engineering education. The platform is highly aligned with the teaching needs of triaxial tests in the undergraduate course “Soil Mechanics” and can effectively support the in-depth exploration of constitutive model theory in the graduate course “Numerical Computation in Geotechnical Engineering”, providing robust support for cultivating students’ theoretical understanding and practical analytical skills. This technology not only promotes the deep integration of educational digitalization and modernization within geotechnical engineering teaching but also establishes an economical, sustainable, and innovative teaching paradigm. Furthermore, through its openness and extensibility, the platform injects new momentum into the implementation of educational digitalization strategies and serves as a model for building an open and shared curriculum resource system. Full article

To reduce reflective cracking in asphalt pavements, gravel base layers are commonly employed to disperse stress and delay structural damage. However, the loose nature of gravel bases results in complex interlayer contact conditions, typically involving interlocking between gravel particles in the base and aggregates in the asphalt surface course. In order to accurately simulate this interaction and to improve the interlayer shear performance, a mesoscale finite element model was developed and combined with macroscopic tests. Effects due to the type and amount of binder material, type of asphalt surface layer, and external loading on shear strength were systematically analyzed. The results indicate that SBS (Styrene–Butadiene–Styrene)-modified asphalt provides the highest interlayer strength, followed by SBR (Styrene–Butadiene Rubber)-modified emulsified asphalt and unmodified base bitumen. SBS (Styrene–Butadiene–Styrene)-modified asphalt achieves optimal interlaminar shear strength at a coating rate of 0.9 L/m². Additionally, shear strength increases with applied load but decreases with increasing void ratio and the nominal maximum aggregate size of the surface course in the analyzed spectra. Based on simulation and experimental data, an equivalent macro–meso predictive model relating shear strength to key influencing factors was established. This model effectively bridges mesoscale mechanisms and practical engineering applications, providing theoretical support for the design and performance optimization of asphalt pavements with gravel bases. Full article