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Groundwater storage response to extreme hydrological events in Poyang Lake, China’s largest fresh-water lake
No full textThe open access publication is available at https://doi.org/10.3390/rs17060988Groundwater systems are important for maintaining ecological balance and ensuring water supplies. However, under the combined pressures of shifting climate patterns and human activities, their responses to extreme events have become increasingly complex. As China’s largest freshwater lake, Poyang Lake supports critical water resources, ecological health, and climate adaptation efforts. Yet, the relationship between groundwater storage (GWS) and extreme hydrological events in this region remains insufficiently studied, hindering effective water management. This study investigates the GWS response to extreme events by downscaling Gravity Recovery and Climate Experiment (GRACE) data and validating it with five years of observed daily groundwater levels. Using GRACE, the Global Land Data Assimilation System (GLDAS), and ERA5 data, a convolutional neural network (CNN)–attention mechanism (A)–long short-term memory (LSTM) model was selected to downscale with high resolution (0.1° × 0.1°) and estimate recovery times for GWS to return to baseline. Our analysis revealed seasonal GWS fluctuations that are in phase with precipitation, evapotranspiration, and groundwater runoff. Recovery durations for extreme flood (2020) and drought (2022) events ranged from 0.8 to 3.1 months and 0.2 to 4.8 months, respectively. A strong correlation was observed between groundwater and meteorological droughts, while the correlation with agricultural drought was significantly weaker. These results indicate that precipitation and groundwater runoff are more sensitive to extreme events than evapotranspiration in influencing GWS changes. These findings highlight the significant sensitivity of precipitation and runoff to GWS, despite improved management efforts
Social inclusion through attitudinal change in Singaporean teachers
No full textThe development of positive teacher attitudes towards students with disabilities is a catalyst for their social inclusion. It is therefore important that the foundations for positive teacher attitudes be laid in pre-service teacher education programmes. This article reports a pilot study that investigated the impact of a disability awareness course on the attitudes of mainstream pre-service teachers in Singapore toward disability and inclusion. A researcher constructed survey was developed to enable the pre-service teachers to report their perspectives of the changes in their awareness and attitudes at the end of the course. The results indicated that the course had a positive impact on the pre-service teachers’ knowledge, awareness and attitude towards disability and inclusion. The pre-service teachers reported greater consciousness of their own prejudices and misconceptions about people with disabilities and more positive perspectives of people with disabilities in terms of their capabilities and capacity to learn at the end of the course. They also expressed an increased realization of the difference they could make in the lives of people with disabilities, their personal agency in creating a more inclusive society as well as greater openness towards inclusion and acceptance of students with disabilities into their own classrooms.Accepted versionCRP 46/03 L
Unlocking success: Key features of college online pedagogical practices that predict better performance
No full textThe rapid growth of online learning brings unique challenges that require well-designed and thoughtfully implemented courses to support student success. This study aims to examine the associations between a comprehensive array of online pedagogical practices and student outcomes. Using a previously established rubric, which is grounded in online learning theories and specifically developed to address the unique challenges and affordances of online education, we coded the pedagogical practices of 100 randomly selected online courses from a large community college. The courses were further linked to student transcript data that included 3,660 student enrollment records. We then used a multilevel regression model to examine the relationship between observed pedagogical practices and student performance outcomes. Our findings highlight several key practices that are associated with better student performance, including the articulation of learning objectives, diversified content delivery media, regular announcements and reminders, and non-content-related social interaction opportunities. These findings contribute to the knowledge of effective online pedagogical practices, providing actionable guidance for practitioners in selecting and implementing strategies to enhance online learning outcomes
The student digital literacies profiling tool: Instrument validation
No full textIn an era of rapid technological change, digital literacies now extend beyond basic technical skills to include the ability to combine digital tools, features, and semiotic resources to convey meaning across diverse contexts. This paper presents a framework and validated survey tool to assess the digital literacies of primary and secondary school students, broadly adapted from the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL). The survey, designed on a 5-point Likert scale, evaluates students' skills, preferences, and beliefs across four dimensions that reflect the contemporary demands of the digital landscape: multimodal orchestration, digital technologies, intercultural communication, and transversal skills. Validation through exploratory and confirmatory factor analyses with 838 primary and secondary students were conducted. This study's findings challenge the traditional, technically-centric view of digital literacies, advocating for a more integrated approach that also considers social dimensions. The survey instrument offers educators a valuable resource to assess and enhance students’ digital literacies, inform curriculum development, and track changes over time.Accepted versionOER 11/22 VL
Knowledge and use of evidence-based practice in psychology in the clinical practice of Brazilian psychologists: A cross-sectional study
No full textBackground/Objectives: The use of scientific evidence for the diagnosis and treatment of mental disorders is crucial for achieving optimal clinical outcomes and providing high-quality care. This study investigates the knowledge, sources of evidence, and attitudes of Brazilian clinical psychologists regarding evidence-based practice in psychology (EBPP) and discusses barriers to its implementation. Methods: A total of 696 Brazilian clinical psychologists participated in an online questionnaire designed to assess their understanding of EBPP, their familiarity with scientific platforms/databases, and their professional development investments. Latent class analysis (LCA) was conducted, which can be used to identify subgroups of psychologists with similar patterns of professional and training characteristics. Results: The results indicate that while psychologists recognized the importance of EBPP for effective patient care, there was a significant gap in understanding its fundamental principles and concepts. Many participants reported the limited use of scientific databases, missing opportunities to access the latest research advancements. A lower percentage of psychologists consistently implemented EBPP in their clinical practice, highlighting a gap between knowledge and application. Four latent classes emerged from the LCA: I—experienced/established professional psychologist; II—academic psychologist; III—supervised traditional psychologist; and IV—young professional psychologist. Conclusions: This study emphasizes the need for better integration of EBPP into psychology curricula and continuing education programs. Enhancing clinical psychologists’ understanding and proficiency in EBPP can promote evidence-based decision-making and improve the quality of mental health care in Brazil. Efforts should be made to familiarize psychologists with reliable scientific databases, equip them with skills to critically appraise research, and foster a culture of lifelong learning and professional development. Additionally, it is essential to develop strategies tailored to the distinct profiles of professionals identified in this study, considering their training sources, reference usage, and knowledge of EBPP.Published versio
Single-leg squat postural sway reliability: How many trials to analyze for chronic low back pain?
No full textWhen examining postural sway measures of single-leg squat (SLS), there is a lack of consensus on how many trials are required to obtain reliable and clinically relevant data. Forty adults with chronic low back pain performed five consecutive trials of SLS for each side on a portable force plate. The left and right sides were categorized into problem and non-problem sides by Clinical Pilates assessment. SLS performance was characterized by terminal knee flexion angle, squat duration, peak vertical force and postural sway parameters. Data across five trials were first examined with repeated measures analysis of variance; variables with significant differences were further analyzed using intraclass correlation coefficients (ICC). Using all trials as a reference, the reliability of other trial combinations was assessed to examine the potential effects of learning (2-5 squats, 3-5 squats, 4-5 squats), fatigue (1-2 squats, 1-3 squats, 1-4 squats) and steady-state (2-4 squats). For the non-problem side, postural sway measures were highly reliable (ICC ≥ 0.9) regardless of the number of trials analyzed. For the problem side, analyzing the 1-4 squats combination offered consistently reliable results across all postural measures (ICC ≥ 0.72). Thus, it is recommended to analyze the first four consecutive trials to obtain reliable postural sway measures.Accepted versio
Decoherence-protected holonomic gates with reduced requirements for physical resources
No full textWe study the implementation of holonomic quantum gates preserved from arbitrary single-qubit and two-qubit decoherence or errors using a dynamical decoupling approach. To integrate the holonomic feature with the dynamical decoupling technique, we require only one auxiliary qubit for single-qubit gates and no auxiliary qubit for two-qubit gates. Our scheme uses far fewer physical qubits to achieve this integration compared to existing proposals in the literature. Moreover, the scheme is based on system interactions that can be experimentally realized with superconducting qubits. These advantages suggest that our scheme is a promising step toward developing noise-resistant quantum devices.Published versio
Developing and assessing second language listening and speaking: Does AI make it better?
No full textThe open access version is available at https://doi.org/10.1017/S0267190525100111This paper explores the transformative potential of artificial intelligence (AI), particularly generative AI (GenAI), in supporting the teaching, learning, and assessment of second language (L2) listening and speaking. It examines how AI technologies, such as spoken dialogue systems and intelligent personal assistants, can refine existing practices, offer innovative solutions, and address challenges related to spoken language competencies, as well as drawbacks they present. It highlights the role of GenAI, explores its capabilities and limitations, and offers insights into the evolving role of GenAI in language education. This paper discusses actionable insights for educators and researchers, outlining practical considerations and future research directions for optimizing GenAI integration in the learning and assessment of listening and speaking
Iron catalyzed N-arylation of 7-azaindole with aryl iodides
No full textA simple and efficient ligand-assisted iron-catalyzed system for the C-N coupling of 7-azaindole with aryl iodides was developed using water as the sole solvent. Under the optimum conditions, the N-arylated products were obtained in good yields up to 96%
Biomechanical analysis of step-up and step-down tasks in knee osteoarthritis: Insights from leading and trailing limbs
No full textBackground: Stair climbing tests are pivotal when assessing physical performance in knee osteoarthritis patients, yet the biomechanical strategies that underpin poor stair climbing ability are heterogeneously reported. Single step tasks emulate a step-by-step gait pattern, an approach associated with knee pain when stair climbing. The objective of this study is to analyse the biomechanics and electromyography activity of both the leading and trailing limbs during single Step-up and Down tasks in knee osteoarthritis patients.Methods: Three-dimensional motion analysis captured biomechanical data of twenty participants with knee osteoarthritis (n = 20) and twenty four (n = 24) age matched controls completing isolated Step-Up and Step-Down tasks. Data was collected from both the leading and trailing limbs and analysed continuously using One-dimensional Statistical Parametric Mapping (α = 0.05).Findings: During Step-Up, knee osteoarthritis participants demonstrated kinematic (p Interpretation: Our study reveals that knee osteoarthritis patients display distinctive biomechanical strategies during single Step-Up and Down tasks, that deviate depending on whether the osteoarthritic knee is leading or trailing. Single-step tasks are a safer and practical alternative to other stair climbing tests. We hope that clinicians can use these findings to guide treatments that promote less effortful step and stair ambulation in knee osteoarthritis patients with advanced disease