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The hidden cultural impact of climate-driven food security threats to landscapes
No full textThe open access publication is available at https://doi.org/10.1016/j.crsus.2025.100370Climate change could severely affect traditional diets, ceremonies, and landscapes, eroding cultural identity and heritage. Some landscapes are unique because they reflect cultural identity linked to diet (e.g., rice terraces). However, if extreme weather conditions negatively impact them, landscapes can undergo profound changes at multiple levels. These threats undermine cultural traditions as communities have more difficulty preserving practices tied to specific crops and ecosystems. There is an urgent need for sustainable solutions, even with modern technology, to guarantee the cultural resilience and identity of landscapes characterized by unique agrifood systems.</p
Biomechanics of the rear foot-elevated split squat: A scoping review
No full textThe rear foot-elevated split squat (RFESS) is a commonly implemented resistance training exercise whose biomechanics have not been systematically collated.Objective: To provide a comprehensive overview of the biomechanical research on the RFESS.Design: Systematic scoping review.Method: The systematic scoping review protocol was designed following the PRISMA-ScR guidelines. Four databases (Web of Science, PubMed, Scopus and SportDiscus) were searched for relevant articles in October 2023.Results: A total of 103 studies were identified and screened, with 20 studies satisfying the inclusion criteria. RFESS was referred to by six different names, with the most common being “rear foot-elevated split squat” (30%). Surface electromyography was the most common data collected (55%), followed by joint kinematics (20%), barbell kinetic/kinematic data (15%), and joint kinetics (10%).Conclusions: RFESS set-up (stance length, stance width, elevation height, range of motion, and cadence) varied substantially across studies, and was inadequately described in most studies. Several research gaps were identified in the set-up, study methodologies and inter-limb asymmetry testing. We recommend future studies to adopt the name “rear foot-elevated split squat”, fully describe five key set-up variables, perform at least one familiarization session with representative loads, and conduct a separate 1-repetition maximum testing to normalize the exercise intensity.Accepted versio
Poly(aryl piperidine) anion exchange membrane with self-assembled siloxane crosslinked networks for efficient ion separation in alkaline waste treatment via electrodialysis
No full textIn electrodialysis technology applications, anion-exchange membranes (AEMs) have great potential in recovering alkali from industrial wastes and are expected to recover alkali from industrial wastes. In this study, a series of AEMs based on polyarylpiperidines crosslinked with varying ratios of siloxanes were synthesized. Compared to the uncrosslinked PBP AEM and commercial Neosepta AHA, biphenylpiperidine-based AEMs (PBP-CPMTS40 and PBP-CPMTS60) demonstrated superior ion flux, alkali separation performance, and economic efficiency due to their optimized water uptake (WU) and ion exchange capacity (IEC). Notably, PBP-CPMTS60 AEM exhibited optimal water swelling, low membrane resistance (1.98 Ω·cm2), and the highest OH− conductivity (14.1 mS·cm−1) at room temperature. It also demonstrated excellent alkali stability, retaining 89.71 % of its IEC and 85.07 % of its OH− conductivity after 1200 h of exposure to 2 M NaOH at 80 °C. During Cl− and OH− ion separation via electrodialysis, the dilution compartment concentration decreased from 0.40 M to 0.12 M within 180 min, achieving a high current efficiency of 87.21 % and an energy consumption of 2.32 kW·h·kg−1. This study presents a rational siloxane crosslinking strategy to mitigate AEM degradation in alkaline environments, offering significant potential for electrodialysis-based alkali concentration application
Fostering inclusion: The evolving early childhood intervention and inclusion landscape in Singapore
No full textThe early childhood education and intervention services in Singapore have experienced a period of rapid development and growth. Numerous new initiatives and programmes have been developed to ensure young children with disabilities and their families are supported as full members of the community. Such efforts reflect the focus on early childhood intervention and inclusion from the first to the fourth Enabling Masterplan, a government document providing guidance for disability services in Singapore. These new programmes also demonstrate that the early childhood services in Singapore have evolved from the traditional ‘dual system’ arrangement in which children with disabilities were separated and isolated away from their typically developing peers. This chapter first provides a brief overview of the history and context of early childhood education and inclusion in Singapore, followed by descriptions of five programmes: the Inclusion Coordinator scheme (ICO), the Inclusive Support Programme (InSP), the Developmental Support and Learning Support (DS-LS), the Early Intervention Programme for Infants & Children (EIPIC), and the KidSTART Programme. Drawing from the lessons learned from these five programmes in Singapore, recommendations for implementation and future improvements include the challenges of early identification, the calls for seamless service provision, the needs for restructuring teacher training and professional development, and the importance of including the voices of children and families in programme development and policy making.</p
Arts and creativity in kindergarten curriculum and research in selected Asian societies
No full textCreativity in the arts is defined as a process in which learners engage in appreciating, exploring, creating and expressing themselves through the arts and the desired learning outcome: having a creative and inquiring mind (Tan and Ng in J Curric Pedag 18:253–272, 2021). This chapter examines how arts and creativity are nurtured in early childhood education in three Asian societies as case studies (i.e., Hong Kong, Japan, and Singapore). In the first part of the chapter, we compare the curriculum documents describing how creativity in the arts is prioritized in early childhood education by analyzing the definition of creativity in the arts and components included in the curriculum, (e.g., time allocation, teaching strategies). In the second part of the chapter, we analyze a total of 28 research studies related to arts and creativity in early childhood education among these three societies with reference to the 5-As framework of Glăveanu (Rev General Psychol 17(1):69–81, 2013), which covers children as actors, their creative action, the artifact produced, the audience and affordance in school settings, and other relevant school factors. Teachers are an important audience because they assist, contribute and judge children’s creativity. Artifacts and actions cover mainly digital and visual arts, robotics and science, technology, engineering, arts and mathematics (STEAM). We encourage further experimental studies that clearly document the positive impacts of arts on creativity to provide evidence for educational practice. A pedagogy of arts to facilitate creativity that is culturally relevant, developmentally appropriate and inclusive in practice is thus recommended for teachers. Asian researchers and educators should maintain their current evolutionary, incremental, and communicational approaches in the understanding and cultivation of creativity in the arts in early childhood education curriculums
How instructors use learning analytics: The pivotal role of pedagogy
No full textThe open access publication is available at https://doi.org/10.1007/s12528-025-09432-wThis study fills a gap in knowledge regarding experienced instructors’ use of learning analytics, focusing on differences in their approach, the knowledge and skills they activate, and the development of these knowledge and skills. Through a qualitative analysis of think-aloud interviews with 13 analytics-experienced instructors, two distinct profiles of analytics use emerged. Instructors in the first profile prioritized monitoring student engagement and performance to foster desirable behaviors, using analytics to align students with course expectations. Instructors in the second profile focused on understanding student perceptions of learning, aligning the course design with diverse learning behaviors and needs. To arrive at such use, instructors went beyond mere acquisition of technical knowledge to also integrate pedagogical knowledge into their analytics practices. Lastly, the study uncovered specific learning analytics supports, such as ongoing individual consultations, invaluable for developing the needed technical and pedagogical knowledge. Together, the results of this study reveal the pivotal role of pedagogy in analytics use, calling for refinement of conceptual models and tailoring of practical support for instructors
Visualized analysis of research hotspots and evolution trends in the field of motivation in physical activity
No full textThe open access publication is available at https://doi.org/10.1016/j.ajsep.2025.01.002Physical activity (PA) is a green and effective way to maintain health. Research in the field of motivation in PA is always an important research topic for researchers and policymakers in maintaining public health, but few studies focus on the development of motivation in PA research. Summarize the research strengths, hotspots, and stages of scientific evolution in the field of motivation in PA by performing visualization analysis which used CiteSpace software on 2375 publications including from January 1st, 1980, to January 31st, 2024, in the Web of Science Core Collection (WOSCC). The findings are as follows: (1) Over the past thirty years, the field has developed rapidly, with current characteristics aligning with the third stage of the four-stage model of scientific evolution. (2) Core countries and core institutions have been formed, with the most influential country being the United Kingdom, and the most influential institution being Brown University. (3) The research hotspot focuses on intervention research in the field of motivation in PA under self-determination theory (SDT). This study provides researchers with an overview of the development in the field of motivation in PA research. It offers valuable information to researchers for identifying potential collaborators (institutions) and better positioning their research directions
Decoding the success of collaboration in computational thinking
No full textBackgroundComputational Thinking (CT) is a key component of information literacy and future employment skills. While pair programming (PP) has been recognized as an effective collaborative strategy for CT education, the motivational mechanism behind remains underexplored.AimsWe aim to examine how self-efficacy, engagement, and collaboration preference influence CT skills and learning satisfaction. Further, we compare the relationships among these motivational factors between PP and individual learning contexts.SampleParticipants were 79 fifth-grade elementary school students. Forty of participants were randomly paired and assigned to the PP group and 39 were assigned to the individual learning group.MethodsWe implemented a four-week intervention. Students in the PP group collaborated on CT tasks, while students in the individual learning group completed the tasks individually.ResultsExperiment results demonstrated that PP significantly improved students' self-efficacy compared to individual learning. In both groups, students with high self-efficacy beliefs were more engaged in CT learning, consequently leading to better performance in CT tests and higher learning satisfaction. Notably, the positive effects of self-efficacy and collaboration preference on cognitive engagement were stronger in the PP group. Moreover, positive PP experiences reinforced students’ preference for future collaborative learning.ConclusionsThese insights contribute to motivation research in CT education and provide practical implications for designing more engaging and effective PP activities in developing CT skills
NIE-NTU Best Foot Forward 2025 (21 Feb 2025)
No full textA section of the participants at the Best Foot Forward 2025
Cyberbullying probability, not frequency, predicts mental health: A gendered investigation of individual, familial, and school-level predictors
No full textThe open access publication is available at https://doi.org/10.1080/01443410.2025.2559175This study distinguishes between the probability and frequency of cyberbullying to examine its malleable predictors, mental health impacts, and gender differences among primary school children. We analysed data from 1031 students (49.75% male) and their parents across 19 primary schools in Hong Kong, employing a two-part model that distinguishes between the probability and frequency of cyberbullying experiences. The findings reveal that the probability of experiencing cyberbullying, rather than its frequency, was a significant predictor of poorer mental health in children. Higher digital literacy (DL), lower academic stress, and less frequent online activity were linked to reduced cyberbullying involvement for both boys and girls. Better family functioning was associated with lower rates of perpetration and victimisation among girls only. These findings offer a nuanced perspective on how individual, familial, and digital factors distinctly shape cyberbullying experiences and their mental health outcomes across genders in primary school students