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Arbitration Governance in Transition: Contractually, Institutional Control, and Judicial Review in China
No full textArbitration is generally acknowledged as a contract-based procedure driven by the principles of party autonomy, procedural flexibility, and minimal judicial intervention. In the Chinese case, the governance of arbitration is placed within a regulatory arena driven by administrative supervision, judicialization of arbitration procedures, and deep judicial review, causing a tension between contract principles. In this study, a legal and development orientation is adopted to examine the Chinese arbitration system, arguing that the above tension is part of a broader challenge faced by transitional approaches to harmonize dispute resolution practices and market governance and rule of law aspirations. It proposes an institutional reform led by a conceptual map of three core principles: decreasing administrative supervision over arbitration governance in terms of market reform principles; adjusting the adversary practices of litigation within arbitration governance in terms of empowerment and personal legislation; and evolving a judicial supervision approach featuring a teamwork scheme and preferential procedural analysis over deep judicial interventionism. The analysis offers a contribution to a discourse on international comparisons of arbitration governance and development
Protocol: Medical abortion education and supervision in GP training: a scoping review
No full textAbstract
Objective: The aim of this scoping review is to understand the extent, characteristics and impact of medical abortion-related education and clinical supervision practices on trainees in General Practice.
Introduction: Medical abortion is a crucial component of healthcare and can be safely delivered by General Practitioners (GPs), yet many GPs do not provide this service. Research cites lack of training is commonly a barrier to GP provision but little is known about what education is currently received and its impact on trainees.
Inclusion criteria: The population will include GPs and GP trainees, also known as family physicians. The concept is the extent, characteristics and impact of MTOP education/supervision during GP training. The context is GP training in high income countries with access to legal abortion.
Methods: This scoping review will be based on the JBI manual methodology, using the population, concept, context model. An initial search was conducted on MEDLINE (Ovid) to identify synonyms and index terms. The final search will be completed in MEDLINE (Ovid), Scopus, Embase and Web of Science, from the year 1988-current. A search for grey literature will also be completed using google scholar. Using Covidence, duplicates will be deleted and then articles will be screened using the title and abstract, followed by a full-text review. Data will be extracted using a data extraction tool and be presented in a tabular and narrative form
Bioenergetic Coherence as a Determinant of Neuronal Function: A Systems-Level In Silico Validation Framework
No full textThis report presents a systems-level, in silico validation framework demonstrating that neuronal information processing, plasticity, and survival are causally constrained by bioenergetic coherence. Using publicly documented parameters for calcium dynamics, CaMKII activation, and mitochondrial ATP/NADH production, simulations show that identical electrical stimulation patterns yield fundamentally different outcomes depending on energy availability. The framework highlights that neuronal vulnerability is state-dependent, with energetic imbalance preceding excitotoxic collapse and propagating across networks. Observations are fully reproducible, non-proprietary, and provide a mechanistic basis for understanding neurodegeneration from an energy-centric systems perspective.
Keywords:
Neuronal bioenergetics, Ca²⁺ dynamics, CaMKII, ATP/NADH, in silico validation, energetic coherence, neurodegeneration, network dynamic
Exploring Patient Needs and Professional Competencies Related to Sexuality in Forensic Care (protocol)
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Interpersonal closeness with ChatGPT
No full textBackground: Multimodal large language models are becoming increasingly advanced, creating artificial agents capable of developing complex intimate and sexual relationships with humans. These agents are becoming progressively difficult to distinguish from human partners due to their exponentially growing natural language processing capabilities. However, little is known about whether humans can develop intimate relationships with artificial partners whose interactive capabilities are indistinguishable from humans. Objective: Hence, this study examines whether humans can develop intimacy (i.e., interpersonal closeness and interest in intimate interactions) with partners that are perceived as either human or artificial, and whether the perceived ontological nature of the agents influences said intimacy across genders (i.e., women vs men) and cultures (i.e., German vs Canadian). Method summary: For this purpose a matchmaking setting will be used. In both conditions, participants will be exposed to 10 answers to the Interpersonal Closeness Generation Task (i.e., also known as the 36 questions to fall in love; Aron and et al., 1997) that were generated by ChatGPT. They will then answer questions about their interpersonal closeness and interest in intimate interactions with a potential human or artificial partner (i.e., inclusion of the other in the self and a measure adapted from Dubé et al., 2022). In addition, the impact of the manipulation on self-rated mating value will be observed to better understand how being matched with a human or artificial partner may influence one’s self-worth
Pretesting before Video Lectures Supports Online Learning – An Experimental Field Study
No full textActivating relevant concepts for learning and student motivation can begin even before a lecture starts. Automated pretests in form of online quizzes can be administered flexibly and efficiently and may even enhance future learning outcomes in an authentic and supervised educational setting. To this end, the present field study examined whether pretesting can support learning from lectures in a BSc psychology course in two summer terms at a distance university (N = 1175). The course consisted of a sequence of lecture videos, each accompanied by a quiz in which statements had to be classified as true versus false. After each lecture video, students completed a quiz (12 items with feedback). In addition, they completed a pretest (six randomly drawn items from the same 12, without feedback) before 50% of the lecture videos. Results showed that students performed better in the posttest on those quiz items that had previously been included (without feedback) in the pretest. Importantly, there was also a general beneficial effect of pretesting: Even the quiz items that had not been included in the pretest were answered more accurately when the corresponding lecture unit was preceded by a pretest. Potentially, students benefit from increased motivation and better orientation regarding the types of questions that may arise in the lecture unit (i.e., level of elaboration)
Methodological Review of Studies on Pregnant women attending Antenatal care for Multiple Micronutrient Supplementation Studies
No full textObjective: To map the methodological designs used and identify gaps in studies on MMS intervention during pregnancy globally
Situated Histories and the Somatic Heart of Language: An Examination of Environmental Education Curricula
No full textConceptions of nature are not immune to the parameters of the social world. Situating pedagogical texts historically and assessing their current implications is to attempt taking their proper measure. The lenses of purity, pollution, touch, taste, space, and boundaries have to be renegotiated, resisted and re-formed to conceptualize an alternative ecological world. Alternative visions of stories, histories, skills, technologies, and priorities can then be mapped and archived as a possibility, first of all, of the existence of different ways of living and, second of all, as tools ready to challenge the existing dominant conception. Language plays a crucial role in this enterprise. It is a point of departure in the journey of reimagination. This paper, through critical discourse analysis of two sets of texts—an alternative curriculum called the ‘Climate Change Curriculum’ and an interactive curriculum called ‘The Circular Classroom’—seeks to map the contours of discourse that manifest in the texts and the possible outlook it furthers. The discourse around the environment works with the categories of possession, physicality, resources, and boundaries. Even the discourse of environmental justice operates within these frames. No systems of dominant discourse function in a vacuum, but construct and prop each other, making mapping out of heterogeneous, dynamic and plural histories of environmental education curriculum a crucial first step