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Students as designers with Virtual Reality
No full textThis chapter delves into the role of Virtual Reality (VR) in Technologies education, emphasising its potential to engage students as proactive designers of their educational experiences. The narrative traces the evolution of VR inventions to their contemporary, more accessible forms and, through this historical context, sets the stage for understanding the challenges and growth of VR in educational settings. Aligning VR's capabilities with Constructivist and situated learning theories, the chapter illustrates how VR's interactive environments foster a deeper, hands-on comprehension of complex subjects, where VR enhances learning by enabling students to construct and navigate through historically or scientifically accurate simulations and models. The chapter critically evaluates various VR content creation tools, from simple 360° video platforms to sophisticated game engines such as Unity, focusing on the pedagogical integration of these tools in educational curricula, emphasising the necessity for VR environments to correspond with educational objectives and the need for sustained educator support to leverage these technologies effectively. Lastly, the chapter advocates for the future integration of VR with Artificial Intelligence (AI) to craft more adaptive, personalised learning experiences. This synthesis aims to improve educational methods and practices, transforming students from passive recipients of information to active, engaged participants in their learning journeys.</p
Symbolic or substantive? Can supplier codes of conduct impact ESG performance?
No full textAn undercover investigation found that Mango and Zara sourced from suppliers where employees were compelled to work for 12 hours a day in hazardous conditions ( Forbes, 2024 ). There are many such examples, exposing the dependence of major organizations on—often barely visible—suppliers. To deal with issues such as those illustrated in this example, major organizations may use supplier codes of conduct (SCCs)— legally binding documents through which organizations manage and monitor their suppliers' ethical and socially responsible practices. The first observation is that some organizations adopt SCCs when others do not, raising the very question of whether their adoption really fosters ethical and socially responsible practices—whether they are symbolic or substantive. Second, for organizations that adopt SCCs, there is significant variation in practices. We conduct an unsupervised machine learning approach whereby the text of each SCC is analyzed to assess variation in topics. We find three categories of topics that we label customary , cooperative , and compliance SCCs. The analysis shows that cooperative SCCs are best at fostering environmental and social ESG performance, whereas compliance SCCs are best at fostering social and governance ESG performance. We discuss the theoretical and managerial implications.</p
Online interventions for young people with parents experiencing mental illness or substance use challenges: a systematic review
No full textYoung people with a parent who has a mental health or substance use challenge are at risk of acquiring their own mental health issues. Online interventions present a potentially accessible, effective form of support for this group of young people. The aim of this systematic review was to describe the characteristics of online interventions designed for this cohort, identify change mechanisms, and evaluate their impact. A mixed-methods approach was employed. Search terms, related to online interventions, children, and parental mental illness or substance use, were used across five databases. Every abstract was screened by two authors. Data were extracted by one author and checked by another. Identified studies were appraised using the Mixed Methods Appraisal Tool, with data synthesised using a narrative synthesis approach. PRISMA guidelines were followed. Six studies evaluating four interventions were identified, primarily focusing on prevention and targeting young people aged 12–25. Interventions promoted change through the provision of psychoeducation, anonymity, and peer support. Outcomes across mental health, help seeking and coping varied. Limitations included low participant completion rates, lack of generalisability, and selection bias. There is a need to better articulate theoretical frameworks, increase male participation, and extend reach to those experiencing mental illness or distress when developing online interventions for young people whose parents have mental health or substance use challenges
Postcolonial absences in management education:possibilities and contradictions
No full textThis chapter explores the possibilities of a postcolonial and decolonial approach to management education, as business schools across the globe grapple with ways to include content to address the managerial and organisational challenges posed by the sustainable development goals. The dominant management theories that have been used to address questions of sustainability are inadequate for understanding how Western management knowledge and education has contributed to the crisis of sustainability; and are not relevant for contexts in other parts of the world. How can we do management education differently to foster sustainable ways of doing business and managing organisations? Drawing from the bodies of the postcolonial and decolonial lens it offers a dual means of transforming management education in a way that addresses the inadequacies of current management approaches. Integrating postcolonial and decolonial theory into management education is essential for contributing to social and environmental sustainability
Hypergraph node representation learning with one-stage message passing
No full textHypergraphs as an expressive and general structure have attracted considerable attention from various research domains. Most existing hypergraph node representation learning techniques are based on graph neural networks, and thus adopt the two-stage message passing paradigm (i.e. node → hyperedge → node). This paradigm only focuses on local information propagation and does not effectively take into account global information, resulting in less optimal representations. Our theoretical analysis of representative two-stage message passing methods shows that, mathematically, they model different ways of local message passing through hyperedges, and can be unified into one-stage message passing (i.e. node → node). However, they still only model local information. Motivated by this theoretical analysis, we propose a novel one-stage message passing paradigm to model both global and local information propagation for hypergraphs. We integrate this paradigm into HGraphormer, a Transformer-based framework for hypergraph node representation learning. HGraphormer injects the hypergraph structure information (local information) into Transformers (global information) by combining the attention matrix and hypergraph Laplacian. Extensive experiments demonstrate that HGraphormer outperforms recent hypergraph learning methods on five representative benchmark datasets on the semi-supervised hypernode classification task, setting new state-of-the-art performance, with accuracy improvements between 2.52 % and 6.70 %. Our code and datasets are available.1</p
“We were taught how to think about ourselves – as less than – and we accepted it”. Reflections on racial injustice in South Africa
No full textThis autoethnography examines how internalised racism shaped my self-perception growing up under apartheid-era South Africa. Drawing on personal memories during the turbulence of Nelson Mandela’s imprisonment and release, I explore how apartheid’s racial logics extended beyond formal segregation to produce internalised hierarchies within communities of colour. Through narrative and critical reflection, this paper interrogates how apartheid-era laws, such as the Group Areas Act and Separate Amenities Act, stratified people of colour into hierarchies of privilege based on complexion, while everyday interactions reinforced these biases long after apartheid’s dismantling. It exposes the psychological toll of internalised colourism, showing how racialised individuals were conditioned to devalue themselves and others based. By positioning autoethnography as a method of resistance, the paper contributes to scholarship on internalised racism, advocating for epistemic and psychological decolonisation and a rejection of colonial constructs of colour in the pursuit of self-acceptance, solidarity, and racial justice
Mary Chudleigh, stoicism, and female sagehood
No full textIn 1710, Mary Chudleigh (1656–1710) published her Essays upon Several Subjects, a work that builds on the teachings of the Roman Stoic Epictetus (55–c.135 AD). Recent scholars have examined Chudleigh as a poet or an essayist, but few have studied her as a philosopher. This is surprising because the Essays is an intensely philosophical work. Like Epictetus’ Enchiridion, Chudleigh’s volume provides its readers with Stoic ethical advice designed to transform their lives and lead them to happiness. In this chapter, I examine Chudleigh’s Stoic ideas concerning women’s education, motherhood, and marriage. At first glance, Chudleigh seemingly advises that women should cultivate a “manly” detachment from external things and avoid an “effeminate” emotional dependence on others. On closer analysis, however, her key point is that women can strike a balance between Stoic apatheia and an excessive love of external things, so long as they cultivate emotions that are compatible with reason. Far from advocating an austere emotional detachment, Chudleigh teaches women they can become wise and virtuous agents—“sages” in the Stoic sense—who are capable of cultivating well-reasoned affective responses. I conclude that, in Chudleigh’s writings, one can trace the contours of a female intellectual identity founded on Stoic principles
Examining factors influencing belonging amongst immigrant adolescents:a scoping review
No full textBelonging, the sense of connection with others, is vital to adolescent development and wellbeing, contributing to lower depression and anxiety, higher academic achievement, and greater social integration. Using Bronfenbrenner's Ecological Systems Model, this scoping review examined individual (e.g., age, gender) and socio-ecological factors (e.g., family dynamics, peer relationships) influencing belonging among immigrant adolescents, identifying their interplay across family, school, and community contexts and the need for multi-level interventions. Using the Joanna Briggs Institute methodology, 25 studies met eligibility criteria. Findings indicated a range of individual-level factors influence belonging across school, family, and community contexts, such as heritage language proficiency enhancing ethnic identity belonging and gender influencing community belonging (with boys reporting weaker belonging). Additionally, socio-ecological factors at the micro, meso, exo, macro, and chrono levels, including family dynamics, peer relationships, school environment, community diversity, and historical context, were found to significantly impact belonging. This review emphasises the complex interplay of these factors and the need for multi-level interventions, such as school-based language support programs and community integration initiatives, to enhance social integration and reduce mental health risks among immigrant adolescents. Future research is recommended to explore belonging amongst Australian immigrant adolescents specifically and to develop comprehensive strategies for enhancing belonging.</p