Search Results (153)

Widening participation has expanded access to higher education, yet disparities in retention and completion among mature students persist, indicating limits in existing structural and engagement-based explanations. This study addresses this gap by developing Behavioural Alignment Theory (BAT), a framework that conceptualises persistence as an emergent outcome of alignment between motivational regulation, expectancy recalibration and instructional architecture. Using a conceptual integration and theoretical mapping methodology, the article synthesises Self-Determination Theory, Expectancy–Value Theory and Cognitive Load Theory, grounded in foundational and contemporary literature on mature and widening access students. The analysis shows that persistence is shaped through dynamic interaction between institutional design and behavioural processes. Evidence indicates that misalignment across these domains can destabilise engagement, while coherent alignment supports sustained participation under conditions of role complexity and constraint. The study concludes that persistence is not reducible to individual attributes or isolated institutional factors, but emerges from system-level interaction between psychological processes and institutional conditions. The contribution of BAT lies not in the invention of new constructs, but in providing a mechanism-explicit mid-range integrative framework that specifies how established constructs interact within institutional settings to shape persistence or withdrawal. Full article

Background: Chronic liver disease (CLD) imposes a heavy global burden, particularly among middle-aged and elderly adults. Prospective evidence on whether depressive symptoms independently predict new-onset CLD remains scarce. Methods: This prospective cohort study used CHARLS (2011–2020) data and enrolled 9549 participants without baseline CLD. Depressive symptoms were assessed using the CES-D-10 and categorized into four severity levels. Multivariable Cox regression, Kaplan–Meier analysis, and ROC curves were used. Subgroup analyses were conducted across demographic and behavioral strata to assess consistency. Results: During a mean follow-up of 8.77 years, 746 (7.8%) participants developed new-onset CLD. Higher baseline depression severity was associated with increased CLD risk. In the fully adjusted model, compared with the non-depressed group, the HR for mild depression was 1.34 (95% CI: 1.12–1.59, p = 0.001), for moderate depression 1.65 (95% CI: 1.34–2.04, p < 0.001), and for severe depression 2.16 (95% CI: 1.26–3.72, p = 0.005). Cumulative incidence increased with depression severity, with group differences widening over time (log-rank p < 0.0001). Subgroup analyses showed consistent associations across different demographic and behavioral strata. Conclusions: Across the total population, the analyses consistently demonstrate an independent, graded association between baseline depressive symptom severity and incident CLD that persists after multivariable adjustment. The stratified analyses further reveal that this association is primarily driven by female participants and middle-aged adults (45–60 years), highlighting these subgroups as priority populations for depression-informed CLD prevention and screening strategies. Full article

Background/Objectives: An effective dental workforce is essential to ensure timely, high-quality oral healthcare across health systems worldwide. Many countries are currently facing challenges related to workforce supply, professional mobility, and the alignment between training capacity and population needs. Using Israel as an empirical case, this study examines long-term trends in the national dental workforce and explores their relevance for international workforce planning. Methods: A retrospective longitudinal analysis was conducted using Israel’s National Health Professions Database (“Oskim”), supplemented by data on dental education and specialty training. Descriptive longitudinal analyses were performed to evaluate workforce trends over time, and inferential statistical analyses were used to assess differences in demographic and geographic workforce distributions. Workforce indicators were analyzed using internationally standardized metrics to enable comparison with OECD healthcare systems. Results: The number of licensed dentists increased substantially, while the number of actively practicing dentists grew more moderately, reflecting a widening gap between licensure and workforce participation. Between 2008 and 2023, the number of licensed dentists increased by 49.9%, compared with a 40.4% increase in the actively practicing workforce. Accordingly, the practicing dentist-to-population ratio increased only slightly, from 0.80 to 0.84 per 1000 population. Israel reported 0.84 practicing dentists per 1000 population in 2023, exceeding the OECD average of 0.70. However, despite exceeding the OECD average, the relatively modest increase in the practicing workforce suggests that higher dentist-to-population ratios may overestimate actual workforce capacity when workforce participation patterns are not taken into account. Internationally trained dentists accounted for approximately 75% of new licensees, highlighting the role of professional mobility in shaping workforce supply. The proportion of dental specialists remained relatively stable at approximately 10%. In addition, the number of licensed dental hygienists increased by 96.1% (from 1468 to 2879), while the number of newly licensed hygienists declined by approximately 43% (from 174 to 100 annually). Conclusions: Despite substantial growth in the number of licensed dentists, the practicing workforce and specialist capacity expanded only modestly, and geographic disparities persisted. The difference between growth in licensed dentists and the actively practicing workforce highlights the importance of incorporating participation measures into national monitoring and oral health planning policies. The Israeli experience illustrates how workforce expansion driven by internationally trained dentists may coexist with structural challenges in participation, specialization, and distribution. These findings highlight broader considerations for oral health workforce planning and may provide insights for other health systems facing similar demographic and staffing dynamics. Because indicators of oral health need, service utilization, disease burden, and workforce productivity were unavailable, the study could not determine whether the observed workforce supply was adequate to meet population oral health needs. Full article

This study investigates the coupling relationship between urban–rural integration and the value realization efficiency of agricultural ecological products in China. Based on panel data from 30 provinces from 2012 to 2022, the SBM-GML model is used to measure agricultural ecological product value realization efficiency, and the entropy method is used to measure urban–rural integration. The coupling coordination model, Dagum Gini coefficient, kernel density estimation, and Markov chain analysis are then used to examine the spatiotemporal pattern, regional differences, dynamic evolution, and convergence characteristics of the coupling system. The results show that urban–rural integration and agricultural ecological product value realization improved overall, but regional disparities remain significant. The coupling coordination level presents a clear spatial gradient, with the eastern region performing better than the central, western, and northeastern regions. Regional disparities continue to widen, mainly due to inter-regional differences and trans-variation density. The Markov chain results show strong path dependence and spatial spillover effects, while the convergence analysis indicates limited long-term convergence. This study provides an integrated framework for understanding the interaction between urban–rural integration and ecological value realization. It also highlights China’s mixed pathway of government guidance, market participation, factor flow, and ecological value transformation, offering policy implications for coordinated regional development and ecological product value realization. Full article

Science Festivals are public events focused on showcasing science, technology, engineering, and mathematics in a celebratory and engaging setting similar in atmosphere to an arts or music event. Aimed at the general public, science festivals vary widely in form and duration, lasting from anywhere between a day and several weeks, and featuring interactive activities such as hands-on workshops, live demonstrations, lectures, and performances. Many include dedicated programming for schools, but they differ from school-based science fairs, which are aimed primarily at students and parents and are typically held on school premises. Their aims include sparking curiosity, promoting scientific literacy, enabling visitors to interact with working scientists, and making science fun and accessible. Festivals are distinct from other informal science engagement formats due to their temporary, joyful nature and diversity of offerings. The modern science festival concept originated in Edinburgh in 1989 and has since experienced rapid global spread. Hundreds of events now take place annually throughout Europe and North America, and to a lesser extent other parts of the world, supported by associations such as the UK Science Festivals Network, the European Science Engagement Association, and, in the USA and Canada, the Science Festival Alliance. Some of the largest festivals see attendance figures in the hundreds of thousands, and across the world, millions of people participate every year. An emerging body of research literature, situated within a variety of social science disciplines and lenses, suggests that festivals are greatly enjoyed by their attendees, and succeed in boosting science interest, increasing knowledge, and improving perceptions of science among visitors, making them a potential asset for societies that place a high value on scientific activity among the population. However, the events have also attracted criticism for their limited audience diversity, with visitors being disproportionately drawn from highly educated and affluent groups, prompting suggestions that they are ‘preaching to the converted’. In response, some festivals have introduced targeted initiatives such as community outreach and partnerships to attract audiences from underrepresented communities. Despite these ongoing challenges, science festivals continue to evolve and grow as platforms for inspiring curiosity and fostering meaningful public dialogue around key scientific topics. Full article

Recent advances in large language models (LLMs) have enabled new forms of software creation through natural-language interaction. However, many AI-assisted coding tools continue to assume familiarity with development environments, programming workflows, and technical conventions, which may limit accessibility for early-stage learners and communities historically underrepresented in digital participation. This challenge is particularly relevant in Aotearoa New Zealand, where Māori and Pacific peoples remain underrepresented across STEM and technology pathways. This paper introduces TechTahi, a browser-based, syntax-free AI-assisted platform designed to support low-barrier digital creation through natural-language prompts and immediate in-browser previews. The study had two aims: to describe the design rationale and workflow of TechTahi and to explore early learner perceptions following initial use of the platform. An exploratory pilot design was employed. Five participants completed a post-use survey after hands-on interaction with TechTahi. Responses were analysed descriptively, with open-ended feedback reviewed for recurring themes. Findings suggested generally positive perceptions of accessibility and ease of use, particularly the ability to create working applications without prior coding knowledge. Participants also identified opportunities for culturally relevant features, including language support and locally meaningful design elements, alongside areas for improvement such as clearer onboarding guidance and reduced information density. These preliminary findings suggest that syntax-free, culturally responsive AI creation tools may offer promising pathways for widening participation in digital learning. Further research with larger and more diverse samples is needed to evaluate longer-term educational impact. Full article

Today, the transformation of energy systems is at the core of climate change mitigation. This transformation brings substantial implications for citizens. Coal-to-renewable energy transitions require new workforce skills while affecting regional economies and communities. Thus, a broader interdisciplinary approach integrating energy justice and participatory methods into energy transition research is required to clarify these sociotechnical transformations. To address this gap, this article conducts a systematic review of the just energy transition literature, focusing on studies where participation plays a methodological or conceptual role. Based on a systematic review of 42 articles, our findings show that participation enables stakeholders and policymakers to widen the energy policy discussion to account for plural values and procedural justice concerns of stakeholders involved in a complex socioecological system. This inquiry is timely, as energy practitioners, policymakers, and scholars increasingly seek to operationalize justice within energy transition frameworks. However, the review reveals a discrepancy between the widespread acknowledgment that just transition processes must be participatory and inclusive, and their limited realization in practice. These findings underscore the need for greater methodological experimentation with deliberative forms of participation, broader inclusion of stakeholder groups, and the development of context-sensitive guidelines to operationalize justice in energy transitions. Full article

In the post-pandemic higher education context, multilingual students, particularly those from widening participation backgrounds, continue to face academic, linguistic, and socio-emotional challenges that can limit their participation and sense of belonging. This study examines the use of Reflective Video Diaries (RVDs) facilitated through Microsoft Flipgrid as an inclusive pedagogical approach to support reflective engagement, communication, and socio-emotional development among multilingual undergraduate students. Adopting a qualitative iterative action research approach, the study was conducted within a UK university module and involved three cycles of implementation, reflection, and pedagogical refinement, capturing students’ lived experiences rather than measuring causal effects. Multiple methods, including RVDs, end-of-module reflective reports, an anonymous survey, and lecturers’ field notes, were deliberately combined to provide complementary perspectives on students’ experiences, allowing triangulation of data and enhancing the validity and richness of findings. Thematic analysis of this longitudinal dataset collected across the three action-research cycles explored how students experienced RVDs as a space for reflection, peer support, and engagement with learning. Findings indicate that Flipgrid-mediated RVDs functioned as a low-anxiety, flexible, and dialogic learning environment that enabled students to articulate challenges, share progress, and develop reflective awareness, confidence, and a sense of connection with peers and lecturers. Improvements in participation and reflective depth were more evident in later cycles, suggesting that benefits emerged through iterative pedagogical adjustment rather than by video technology alone. Both positive experiences and challenges are reported, providing a balanced account of engagement with the RVDs. The study underscores the potential of inclusive digital pedagogies to inform curriculum planning and policy implementation, supporting equitable learning opportunities and socio-emotional development. By conceptualizing RVDs as relational and inclusive pedagogical practices rather than technological interventions, and by demonstrating how reflective engagement developed across successive action-research cycles, this research contributes to understanding how reflective digital practices can support multilingual learners’ academic and socio-emotional development within socially just higher education contexts. Practical implications for designing inclusive reflective learning environments are discussed. Full article

Background/Objectives: The Wolff–Parkinson–White (WPW) pattern is characterized by ventricular preexcitation due to an accessory atrioventricular pathway. Population-based data on the prevalence of asymptomatic WPW patterns in children are limited, and automated ECG interpretation may be misleading in the setting of preexcitation. Our aim was to determine the prevalence of the WPW pattern in a large cohort of asymptomatic Romanian school children and to describe electrocardiographic characteristics, ECG-based accessory pathway localization, and automated ECG interpretation errors. Methods: We performed a retrospective cross-sectional analysis of 12-lead ECGs obtained during a school-based screening program in Romania (May–December 2015). After exclusion of duplicates, technical errors, and participants outside the prespecified age range, 24,112 unique children aged 6–18 years were included. The WPW pattern was adjudicated by pediatric electrophysiologists. Prevalence was estimated using the Wilson score method. Sex differences were assessed using Fisher’s exact test. Results: The WPW pattern was identified in 18/24,112 children, yielding a prevalence of 0.075% (0.75 per 1000). The WPW pattern was more frequent in boys than girls (12/11,858 (0.10%) vs. 6/12,255 (0.048%), p = 0.18). Most cases demonstrated mild preexcitation, with only a minority showing marked QRS widening. ECG-based algorithms suggested a predominance of left-sided accessory pathways. Automated ECG interpretation frequently produced misleading diagnostic statements, including bundle branch block/intraventricular conduction delay (5/18; 27.8%) and pseudo-infarction/ischemia patterns (1/18; 5.6%), and did not explicitly identify WPW/preexcitation. Conclusions: In a large school-based screening cohort of asymptomatic Romanian children, WPW pattern prevalence was 0.074%, with a trend toward male predominance. Most cases exhibited mild preexcitation. Automated ECG interpretation commonly misclassified preexcitation-related ECG findings, highlighting the importance of expert ECG review in pediatric screening programs. Full article

Background/Objectives: Advancements in digital dentistry have led to new approaches for soft tissue management aimed at improving impression accuracy. This pilot split-mouth study included a single 39-year-old male patient with 19 abutment teeth (114 measurement points). Sulcus width gain was measured at six standardized points per abutment tooth (mesio-buccal, centro-buccal, disto-buccal, disto-oral, centro-oral, mesio-oral) using Exocad software. Methods: Nineteen abutment teeth (114 measurement sections) from one patient were included in a randomized split-mouth design. Gingival displacement was performed either with a Nd: YAG laser or astringent retraction paste. Sulcus width gain was measured at six standardized points per abutment using Exocad software version 3.1 on superimposed STL files obtained by intraoral (IOS) and laboratory (LABSCAN) scanners. Statistical analysis was conducted in JASP (α = 0.05). Results: Both gingival displacement methods achieved sufficient sulcus widening above the clinical threshold of 0.20 mm. Mean gains ranged from 0.270 mm (LASER, IOS) to 0.378 mm (PASTE, LABSCAN). Intergroup comparisons revealed no statistically significant differences between the two gingival displacement methods (p > 0.05), whereas a significant difference was found between scanning modalities (p < 0.001), with higher values recorded for the laboratory scanner. The results should be interpreted cautiously due to the pilot design and limited sample size. Conclusions: Both techniques proved clinically effective for soft tissue displacement, with the laboratory scanner yielding higher sulcus width measurements. As a preliminary investigation, these findings should be interpreted cautiously due to the pilot nature of the study and the inclusion of a single participant. Full article

Multi-unit common value auctions in which bidders submit demand functions are used for a variety of purposes, including selling government debt (Treasury auctions) and allocating liquidity (repo auctions). Typically, either a discriminatory or a uniform-price format is used. In this paper, we consider the incentive for participation by relatively uninformed bidders in the presence of more informed bidders under these formats. We characterize the equilibrium under a discriminatory auction and show that discriminatory pricing inhibits uninformed participation. In contrast, the equilibria we construct under a uniform pricing rule show that profitable uninformed participation can occur. The usefulness of widening participation in Treasury auctions makes the latter format a natural choice in these auctions, providing an explanation for the switch to the uniform-price format in US Treasury auctions. We also apply our results to repo auctions and show that a uniform-price format can reduce the ability of a central bank to steer interest rates. This sheds light on the reason for the switch away from the uniform-price format by several central banks in conducting repo auctions. We also consider the question of information aggregation and show that uniform-price auctions might fail to do so. The results also offer an explanation for the fact that the ECB, as well as several other central banks, prefer to allocate liquidity through a fixed-rate tender rather than either uniform-price or discriminatory auctions. Full article

Despite persistent concerns about STEM workforce shortages in the UK, efforts to promote science study and careers have had limited success in translating into aspirations among young people. It is common for young people in Western industrialised societies to be told that it is important that they study science, but the impact of such messaging, particularly among younger children, is poorly understood. Our study asks whether pupils have absorbed the concept that science is important, why they think this is the case, and what knowledge they have of the careers that may follow from science study. Data was collected via interviews and surveys with 255 young people aged 10–11 in the North West of England. A large majority of our cohort agreed that it was important and useful to study science. However, any understanding of why this might be was superficial and circular; science matters to pass exams, gain qualifications, or become a science teacher, rather than being linked to diverse STEM careers, innovation or real-world applications. Pupils’ knowledge of science careers was narrow and stereotypical, dominated by the generic term “scientist”, medical jobs, and a handful of other roles such as astronaut or palaeontologist. Few participants recognised the breadth of science careers outside of roles encountered in daily life or those prominent in the media. These results highlight a disconnect between superficially positive attitudes and a shallow comprehension which fails to connect school science with potential career paths. Our analysis suggests that this mismatch is likely to impact low-SES groups more severely, thus threatening efforts to improve equity in the STEM workforce. We suggest a number of potential contributing factors, and propose a series of recommendations to tackle this deficit, including introducing more careers-relevant content and access to role models into primary school science lessons. Full article

Widening participation policy in England is increasingly collaborative. Since 2018, higher education (HE) institutions charging above the basic tuition fee limit are required to set out strategies to mitigate ‘risks to equality of opportunity’ for people from more disadvantaged backgrounds and their ability to access and progress through and from higher education’. Universities are encouraged to work with schools to implement outreach initiatives such as supporting raising attainment—stimulating prospects for strategic collaboration and leadership across organisational boundaries. While the majority of leadership studies in the educational research literature showcase individual settings or sectors, our study of a schools–university partnership investigates collaborative leadership practices across institutional and sector borders. Drawing ethnomethodological insights from rich qualitative data compiled 15 months into the partnership—comprising semi-structured interviews with school leaders and teachers, meeting observations, and researcher field notes—we present a unique school stakeholders’ perspective of a boundary-spanning partnership focused on university outreach and educational improvement. Venturing across institutional borders revealed pathways to develop more diffuse forms of coordinated action around a common goal—activating increased leadership-based collaboration and creativity among school stakeholders alongside a need for greater shared understanding to avoid potential misalignments. Facilitated by ‘knowledge brokering’ between school and university stakeholders, features of collaborative leadership manifested as a blended phenomenon—with teachers and leaders signalling pragmatic shifts in attainment-raising framing and practice. Implications for both schools and HE sectors are offered, distinctively at the intersection of school leadership and widening participation. Full article

Background/Objectives: People with advanced dementia experience difficulties in navigating, while wayfinding is essential for a level of autonomy. A properly designed building has the strength to facilitate this target group in wayfinding. While understanding their wayfinding needs and experiences, and the spatial characteristics (both facilitating and confusing) during the wayfinding process is crucial, this knowledge is still limited. This study mapped challenges that people with advanced dementia encounter on a route to an irregular destination in their familiar nursing home environment, specifically addressing confusing spatial characteristics. Methods: An observational study design with a mixed-method approach was applied. First, a navigation task was conducted to identify places of confusion on the way to the destination (n = 15 participants in four nursing homes). Affective states were captured by observations combined with biometric measurements. Second, both manual and space syntax floorplan analysis techniques were used to identify the spatial characteristics of potentially stressful spaces in nursing homes. Results: Nine participants reached the destination. The most observed wayfinding behaviors were looking at various things and stops on the route, and they were often accompanied by verbal navigational cues. Furthermore, most participants experienced some signs of stress or concentration. In total, eighteen confusing places in the nursing homes were identified. Conclusions: Regarding spatial characteristics supporting or hindering wayfinding skills for people with advanced dementia in nursing homes, this study confirmed some of the findings in the existing research (e.g., minimizing shifting directions for supporting wayfinding), contradicted the existing research (e.g., confusion arose at places with high visibility values), and added new findings (e.g., significantly widening corridors may be confusing). This study revealed that high-visibility areas and squares on the route confuse people with advanced dementia while wayfinding. Full article

As populations age, the gap between care needs and available support systems is widening, leading to critical vulnerabilities in staffing, infrastructure, and funding. The need for accessible, human-centred, and ethically grounded care technologies is growing. However, the development of digital health tools often lacks inclusivity and practical guidance. Existing ethical frameworks tend to remain abstract, which limits their real-world application. This study examines how such frameworks support the responsible development and implementation of caring technologies in older adult care. To achieve this, in-depth interviews were conducted with care providers, technology developers, and policymakers from partner organisations of the EMPOWERCARE project in the four participating countries: the UK, the Netherlands, Belgium and France. A core challenge was the limited applicability of abstract ethical principles in daily care settings. While existing initiatives often define ethical domains, few offer a structured, actionable process to guide implementation in practice. The proposed guide responds with a step-by-step structure, practical examples, and participatory tools to support inclusive, value-driven technology adoption. It is envisioned both as an implementation aid and a quality label to align stakeholders. Future research should validate the guide’s usability, explore its role across care contexts, and examine how ethics can be more firmly embedded in innovation governance. Full article