This paper argues that two analogous processes of engineering education in British India as well as the conceptual articulation and propagation of rivers as economic units set up the path to the construction of the large multipurpose dam. This paper focuses on the Multi-Purpose River Valley Development (MPRVD) whose embrace into the colonial engineering vocabulary has been seen as a ‘seismic shift’ away from a previously established register of ‘perennial irrigation schemes’. Advancing a networked analysis, this paper will unveil the conceptual and incremental build-up that led to the implementation of this as well as other large dam projects. The story of the construction of these dams is deeply intertwined with engineering education, technological exchange and the rise of macroeconomics. Much of the evolution of this engineering vocabulary hinged on expertise that was very much performative. The production and performance of this expertise was framed by a waterbody’s materialities. How engineers understood environmental realities and envisioned futures was premised in these materialities

ABSTRACT This study investigates the reciprocal relationship between transformative social-emotional learning (SEL) and literacy during a series of interactive read-alouds in a 5th-grade classroom. Using discourse analysis, I explored the observed patterns between teacher moves that integrate transformative SEL and literacy and student talk about the text during the first implementation of a design-based instructional sequence, Read-alouds for Social-emotional Learning (RASEL). RASEL provides educators with an alternative to traditional SEL practices by providing a justice-oriented approach embedded within a common literacy practice (interactive read-alouds) to simultaneously support their students’ social-emotional and literacy development. The patterns that resulted from my analysis illustrate and operationalize the evidence for the reciprocal relationship between social emotional and literacy development and the growing body of literature around transformative SEL. The findings offer promising steps for elementary teachers to simultaneously support students’ social-emotional development (self-awareness, social awareness, and relationship skills) and literacy development (vocabulary, narrative reading comprehension, constructing meaning from the text, and cultivating student engagement) in ways that are culturally responsive, humanizing, and authentic.

ABSTRACT Learning a signed language as a second language is challenging for individuals whose first language is spoken due to differences in how situational content is conveyed, which could affect situation model construction. College students in a sign language interpreter program engaged in an event segmentation task while listening to or watching stories conveyed in spoken English or American Sign Language (ASL), and after experiencing the stories, they recalled them. A situational continuity analysis was conducted on the stories to predict the segmentation judgments. Results showed that segmentation judgments were correlated with the situational continuity for English but not ASL. Follow-up analysis suggested participants were sensitive to situational changes when the signer’s motion slowed. Analysis of the recall protocols indicates that participants may have had challenges understanding the events conveyed in ASL relative to English.

A review of the methods and applications of marker-based and markerless-based motion capture and inertial measurement units for clinical gait analysis is offered to provide readers with an important historical and legacy-guided perspective. Advantages and limitations of these methods are delineated in light of Cappozzo’s ‘considerations on clinical gait evaluation’ and Brand and Crowninshield’s ‘comment on criteria for patient evaluation tools’. Critical summaries of each manuscript that make up this Special Issue reflect consideration of the notable comments by the legacy biomechanists who had the insights to frame important issues.

Artificial intelligence (AI) is increasingly integrated into nursing education, yet limited research exists on students' perceptions of AI use in nursing research courses. This study explored undergraduate nursing students' experiences using AI tools (ChatGPT and U-M GPT) in research courses. This qualitative descriptive study used Braun and Clarke's six-step thematic analysis. Data were collected through anonymous written reflections from students enrolled in nursing research courses at two universities. Five key themes emerged: (1) mixed initial perceptions; (2) shifting final perceptions; (3) AI strengths and limitations; (4) ethical concerns; and (5) use of AI in health care. Participants noted the potential of AI to enhance efficiency and provide feedback but expressed concerns about reliability, ethical use, and overreliance. Structured exposure to AI fostered positive perceptions of AI as a learning tool. Findings highlight the need for ethical frameworks and guidelines to support responsible integration, with future research exploring AI literacy and its implications for nursing education.