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An EO/IR monitoring system for non-contact physiological signal analysis in automated vehicles
No full textPersonnel shortages in the military sector require deploying soldiers as effectively as possible. Increased vehicle automation, e.g. for displacements or for resupply convoys, can improve this effectiveness by lowering the mental load needed for driving. Drivers of automated vehicles resemble passengers and are thereby more susceptible to motion sickness than drivers of non-autonomous vehicles. It is useful to monitor potential motion sickness, to ensure personnel arrive fit for duty at their destination. Therefore, a system to automatically detect the presence of motion sickness would be beneficial. In this paper, we introduce a camera-based system that uses electro-optical (EO) and infrared (IR) video sets to monitor facial skin temperature and respiratory rate as a step towards camera-based motion sickness monitoring in autonomous vehicles. Our proof-of-concept system obtained sufficient measurement accuracy for use in an experimental setting in which participants were subjected to a condition that induced motion sickness. We discuss the successes and challenges encountered during system set-up and data analysis, and share insights relevant to the envisioned application in an autonomous vehicle. Specifically, we compare recordings with and without subject motion caused by the motion sickness inducing condition and discuss measurement inaccuracies that might be encountered because of IR thermal drift. Additionally, we reflect on obstacles that can arise when employing an EO/IR monitoring system in a military context.</p
Productive talk during book reading: Effects on language skills
No full textBackgroundAlthough interactive book reading can promote young children's language competence, teachers find it challenging to implement this type of book reading in their classroom.AimsThe present study investigated the effect of an intervention directed at productive classroom talk during interactive book reading on young children's language competence.SampleA total of N = 403 children aged four to six years from 21 early childhood classrooms participated.MethodsFor six weeks, children's teachers read a picture book twice a week. Teachers who were assigned to the control group read the books in their usual manner whereas teachers in the intervention group were encouraged to implement productive classroom talk during interactive book reading. Before and after the six weeks of book reading, children were individually assessed on their oral communicative competence, word comprehension, and narrative skills.ResultsOutcomes of multilevel analyses indicated that children's language competence improved over time. However, no significant differences were found in this improvement between children in the intervention group and children in the control group.ConclusionUsing productive classroom talk during interactive book reading did not result in greater improvements in children's language competence compared to ‘general’ interactive book reading
Too honest and humble to run for office? Citizens’ personality traits, nascent ambition and recruitment
No full textA turning point in global biodiversity governance?
No full textIn the context of an intensifying global biodiversity crisis, we provide a critical assessment of political and institutional developments in global biodiversity governance between 2022 and 2025. We note that in this period, global biodiversity governance is generating sustained political momentum and institutional innovation consistent with transformative types of change that are needed to mitigate biodiversity loss and ecosystem degradation. We conclude that recent developments in global biodiversity governance contrast markedly with developments in other areas of global environmental governance, and that the adoption of the 2022 Global Biodiversity Framework has likely acted as a catalyst for increased ambition and institutional innovation
The crypto multiplier
No full textThis paper develops the concept of a “crypto multiplier,” which measures the equilibrium response of a cryptocurrency's market capitalization to aggregate inflows and outflows of investors’ funds. The crypto multiplier takes high values when a large share of a cryptocurrency's coins is held as an investment rather than being used as a means of payment. Blockchain data show that the share of coins held for the purpose of making payments is rather small for major cryptocurrencies suggesting large crypto multipliers. Our results highlight the need for market participants to be vigilant when accepting block holdings of a cryptocurrency as collateral or as compensation for seed funding. The crypto multiplier indicates that the liquidation value of block holdings of cryptocurrencies can be substantially below their prevailing market values.</p
The Roles of Civil Society Associations in Organising the Informal Circular Economy
No full textA circular economy (CE) transition requires more than technological innovation and market-based solutions. It demands a circular society that values informal repair, reuse and sharing practices. This study investigates how civil society associations (CSAs) support such practices in an industrialised setting. We apply a mixed-methods approach, combining survey data from 820 households in Flanders (Belgium) with 24 interviews involving CSA representatives at local, regional and European levels. Findings indicate that CSA membership increases participation in informal CE activities by strengthening trust, skills and accessibility, enabling activities that are less viable through market mechanisms alone. Respondents identify barriers to distributive, procedural and recognitional justice, which can be reduced by CSAs. We draw lessons for policymakers: providing structural support, reducing regulatory barriers and integrating informal CE practices into policies at municipal, regional, and European levels. These measures can help communities scale citizen-driven CE practices, enhancing resilience and supporting vulnerable groups throughout the CE transition
The developmental interplay between household chaos and educational achievement from age 9 through 16 years:A genetically sensitive study
No full textWe tested whether associations between household chaos, which refers to confusion and disorganisation in family homes, and educational achievement are confounded by genetics and family socioeconomic status (SES). We modelled the developmental interplay between chaos and achievement, including their reverse association (i.e., achievement → chaos), and its aetiology in up to 7591 twin pairs (49 % female), who were born in the mid-90s in the UK and assessed at age 9, 12, and 16 years. Associations between household chaos and educational achievement were consistently negative, bidirectional, and of small effect sizes across ages. These associations were best explained by genetic and environmental confounding. Family SES accounted for most of the confounding in the predictions from achievement to chaos; for the reverse, environments shared within families but distinct from SES were implied. Our findings suggest that long-term associations between children's experiences of household chaos and educational achievement are modest and non-causal. Educational relevance and implications statement: Children's differences in educational achievement are evident from the first day of school. Understanding why children differ in educational achievement is key to improving their life chances. Here, we tested if a specific characteristic of children's rearing environment – the level of chaos that they experience in their family homes – predicted their educational achievement. We found that chaos and achievement were linked in both directions: Chaos influenced achievement, and achievement influenced chaos. However, these bidirectional influences did not reflect causal mechanisms. Instead, children's differences in the experience of chaos and educational achievement appear to have the same origin. Our study suggests that changing children's experience of chaos is unlikely to help better their educational achievement.</p