Respiratory syncytial virus (RSV) remains a leading cause of infant morbidity and mortality, with the highest burden concentrated in low- and middle-income countries (LMICs). Existing preventive options, including long-acting monoclonal antibodies, can be constrained by cost, logistics, and access, leaving many high-risk infants unprotected. This article is a structured narrative review summarizing clinical efficacy, immunological mechanisms, safety and public health implications of maternal RSV immunization for preventing infant RSV lower respiratory tract infection (LRTI), with an explicit implementation focus for LMICs. Evidence was identified through targeted searches of major biomedical databases and prioritized by clinical relevance and policy importance, including phase III efficacy trials, regulatory and technical documents, post-authorization safety signals, and modelling studies evaluating potential impact in LMICs. Across the evidence base, maternal vaccination induces robust RSV-neutralizing IgG responses and efficient transplacental antibody transfer, providing passive protection during the first months of life when RSV risk is highest. In phase III data, maternal RSV vaccination demonstrated high efficacy against severe medically attended RSV LRTI in early infancy (e.g., up to 81.8% within the first 90 days for a licensed maternal RSV vaccine). Modelling studies project substantial global reductions in hospitalizations and deaths, although real-world effectiveness in LMICs will depend on antenatal care coverage, timing feasibility, seasonality, and equity of delivery. Safety findings were generally favorable; nonetheless, continued post-licensure monitoring,particularly for pregnancy and birth outcomes such as preterm birth,remains essential. Maternal RSV immunization is a scalable strategy that can leverage existing antenatal platforms and, if equitably implemented, could meaningfully reduce infant RSV morbidity and mortality, especially in LMIC settings.

The current Mental Health Practitioner (MHP) workforce within NHS primary care is without a competency framework to guide job planning, interviews and service provision. This paper aims to present an inclusive level-based framework for MHPs in primary care. The competency framework is based on previous frameworks and the results of service evaluation projects. Research into other existing competency frameworks allowed for the expansion of the identified competencies to ensure a thorough and complete framework was produced. The document was circulated to stakeholders and sense checked with colleagues working in primary care mental health service delivery. The framework provided has an explicit focus on seven key features: (1) knowledge for primary care-based MHPs, (2) core relational skills, (3) core clinical skills, (4) personal characteristics and values, (5) leadership and working with teams, (6) self-care and support and (7) competencies for primary care services supporting MHPs. Consideration of the competencies presented can help develop job descriptions, interview content and service provision requirements for MHPs across a variety of primary care settings. Following this paper further evaluation as to acceptability and implementation of this framework within primary care settings may be a beneficial undertaking.

ABSTRACT There is interest in broadening sexuality education to include a more explicit focus on relationships. For example, in Sweden, the subject area has recently been renamed ‘sexuality, consent and relationships’. However, while relationships are often mentioned in this context, there is a need for more explicit discussion about what relationships education may actually entail. In parallel to this development in education, there has been a growth of research into young people’s romantic and intimate relationships from both psychological and sociological perspectives. This article offers a meta-narrative review of the competing perspectives and approaches found in different strands of research. We identified three central themes in psychological discussions: the neuropsychology of love; health and healthy relationships; and social influence. In more sociological work, there is a focus on individualisation and new technologies; intimate inequalities; as well as intimate partner violence. Based on the findings of this review, we suggest that successful relationships education needs to show an awareness of the implications of different perspectives on youth romantic and intimate relationships. Such rival perspectives may lead to a range of different educational interventions, and may also contribute to the multiple and sometimes conflicting messages concerning relationships prevalent in young people’s lives today.

Autonomous drone navigation in confined tubular environments remains a major challenge due to the constraining geometry of the conduits, the proximity of the walls, and the perceptual limitations inherent to such scenarios. We propose a reinforcement learning (RL) approach enabling a drone to navigate unknown three-dimensional tubes without any prior knowledge of their geometry, relying solely on local observations from a Light Detection and Ranging (LiDAR) sensor and a conditional visual detection of the tube center. In contrast, the Pure Pursuit algorithm, used as a deterministic baseline, benefits from explicit access to the centerline, creating an information asymmetry designed to assess the ability of RL to compensate for the absence of a geometric model. The agent is trained through a progressive curriculum learning strategy that gradually exposes it to increasingly curved geometries, where the tube center frequently disappears from the visual field. A turning-negotiation mechanism, based on the combination of direct visibility, directional memory, and LiDAR symmetry cues, proves essential for ensuring stable navigation under such partial observability conditions. Experiments show that the Proximal Policy Optimization (PPO) policy acquires robust and generalizable behavior, consistently outperforming the deterministic controller despite its limited access to geometric information. Validation in a high-fidelity three-dimensional environment further confirms the transferability of the learned behavior to continuous physical dynamics. In particular, this work introduces an explicit formulation of the turn negotiation problem in tubular navigation, coupled with a reward design and evaluation metrics that make turn-handling behavior measurable and analyzable. This explicit focus on turn negotiation distinguishes our approach from prior learning-based and heuristic methods. The proposed approach thus provides a complete framework for autonomous navigation in unknown tubular environments and opens perspectives for industrial, underground, or medical applications where progressing through narrow and weakly perceptive conduits represents a central challenge.

This study investigates the linguistic strategies employed in Pakistani English newspaper editorials to represent the Palestine issue, with specific reference to Dawn and The News during the period 2024–2025. Grounded in Norman Fairclough’s Three-Dimensional Model of Critical Discourse Analysis (CDA), the research examines how language operates at textual, discursive, and social levels to construct political meanings, reflect ideological positions, and influence public opinion. At the textual level, the study analyses lexico-grammatical features such as evaluative vocabulary, transitivity patterns, modality, and rhetorical devices. At the discursive practice level, it explores processes of intertextuality, sourcing, and framing, while the social practice dimension situates the editorials within broader geopolitical, ideological, and power structures. Adopting a qualitative research design, twelve editorials are purposively selected based on their explicit focus on the Palestine issue and analyzed in detail to uncover recurring discursive patterns. The findings reveal that both newspapers consistently foreground Palestinian suffering, construct Israel as an active agent responsible for violence, and employ moral and legal discourses to challenge dominant Western media representations of the conflict. Rather than presenting the issue as a neutral geopolitical struggle, the editorials frame it as a humanitarian and ethical crisis rooted in systemic injustice. The study concludes that Pakistani English newspaper editorials are ideologically charged texts that play a crucial role in reproducing power relations, resisting hegemonic narratives, and shaping readers’ political consciousness regarding the Palestine issue.

With high skin cancer rates, Australia faces challenges in encouraging young people to think differently about their sun protection behaviours, particularly in an evolving media environment not fit for traditional TV led public health campaigns. Informed by theory and formative research, this paper describes new approaches in the development of an innovative mass reach influencer-led campaign to address this. The formative research comprised a literature review of published and grey literature, qualitative exploratory fieldwork and quantitative online survey, and qualitative concept testing, focusing on the target audience as well as fashion, media and beauty influencers. The research led to a new behaviour change model that underpinned a novel campaign strategy. It also influenced choices to: target identified segments of young people whose attitudes and behaviours are most risky; predominantly use third party voices (influencers, media and fashion brands) to deliver campaign messages with an explicit focus on challenging pro tanning social norms and the non-health consequences of sun exposure. This campaign reflects new modes of mass-reach public health campaigns using extensive formative research. Such formative evaluation approaches need to be disseminated to inform future campaigns for the post linear TV generations. The evaluation of this campaign will further elucidate its usefulness as an approach. SO WHAT?: Formative research that includes evidence reviews and multiple rounds of qualitative and quantitative research is needed for modern campaigns. Mass media engagement through third party strategies is an innovative approach to public health campaigns aimed at young people and has potential for other public health issues.

The article presents a systematic literature review examining how artificial intelligence methods (LLM/GenAI, computer vision, deep learning, and multi-agent architectures) accelerate mobile application development and testing within the mobile SDLC. The objective is to address a deficit of domain-specific systematisation for mobile engineering and to answer three classes of questions: which AI approaches are applied across development and QA stages, which acceleration and efficiency metrics are empirically substantiated, and which quality/security risks accompany the adoption of generative tools. The relevance is driven by the growing complexity of mobile ecosystems and the limited scalability of manual testing and script-based automation, particularly due to brittleness under GUI changes. The novelty of the review lies in synthesising evidence from 28 selected studies from 2019 to 2025, with an explicit focus on mobile-specific constraints, and in juxtaposing speed gains against a trust contour. The principal findings are as follows: AI assistants demonstrate a substantial acceleration of routine tasks (up to ~55%) and a reduction in timelines for large-scale migrations. In testing, a transition toward LLM agents is observed, enabling high coverage at both scenario and element levels, as well as resilience to UI evolution. Concurrently, a trust crisis is documented due to a significant share of vulnerabilities in generated code, dependency hallucinations, and increased technical debt, necessitating the institutionalisation of verification practices and secure-by-default principles. The article is intended to be beneficial to software engineering researchers and to mobile development/QA practitioners integrating GenAI into workflows.

Shame among medical learners: An uncertainty-focused conception.

In structure-based virtual screening, evaluating the binding free energy of protein-ligand complexes requires accounting for both molecular conformations and spatial transformations, such as shifts and rotations, which can lead to an exponential increase in possible configurations. Classical computing approaches are limited in handling this combinatorial explosion, whereas quantum computing offers a promising alternative due to its inherent parallelism. In this study, we propose a quantum machine learning framework that encodes molecular features into quantum states and processes them through parametrized quantum gates, with all architectural and representational choices deliberately guided by near-term hardware feasibility and an explicit focus on minimal qubit counts, shallow circuit depth, and compact input representations. The model is implemented and optimized in PyTorch, and its predictive performance is examined under three conditions: ideal simulation, finite-shot sampling, and quantum-noise simulation. With six quantum circuit units, the model achieves a root-mean-square deviation of 2.37 kcal/mol and a Pearson correlation coefficient of 0.650. The predictions remain stable with 100,000 measurement shots, demonstrating compatibility with near-term quantum hardware. Although the introduction of noise slightly reduces absolute accuracy, the Pearson correlation coefficient remains stable, indicating that the ranking of ligand affinities is preserved. These results highlight a practical, scalable quantum approach that balances predictive power and robustness, providing a feasible pathway to accelerate virtual screening using moderately deep quantum circuits.

Preparation for the FRCOphth Part 1 (Part 1) examination requires mastery of a broad syllabus alongside the ability to apply knowledge efficiently under examination conditions. FRCOphth Part 1: 400 SBAs and CRQs authored by Drs Nikki Hall and Robert Peden was developed in response to these demands, with an explicit focus on question-based learning as a high-yield revision strategy. The second edition refines this approach further, presenting a structured and portable question bank designed to support candidates in consolidating knowledge, identifying gaps, and developing examination technique.

Reverse engineering (RE) has been increasingly adopted in metal manufacturing to digitize legacy parts, connect “as-is” geometry to mechanical performance, and enable agile repair and remanufacturing. This review consolidates scan-to-simulation workflows that transform 3D measurement data (optical/laser scanning and X-ray computed tomography) into simulation-ready models for structural assessment and manufacturing decisions, with an explicit focus on sustainability. Key steps are reviewed, from acquisition planning and metrological error sources to point-cloud/mesh processing, CAD/feature reconstruction, and geometry preparation for finite-element analysis (watertightness, defeaturing, meshing strategies, and boundary condition transfer). Special attention is given to uncertainty quantification and the propagation of geometric deviations into stress, stiffness, and fatigue predictions, enabling robust accept/reject and repair/replace choices. Sustainability is addressed through a lightweight reporting framework covering material losses, energy use, rework, and lead time across the scan–model–simulate–manufacture chain, clarifying when digitalization reduces scrap and over-processing. Industrial use cases are discussed for high-value metal components (e.g., molds, turbine blades, and marine/energy parts) where scan-informed simulation supports faster and more reliable decision making. Open challenges are summarized, including benchmark datasets, standardized reporting, automation of feature recognition, and integration with repair process simulation (DED/WAAM) and life-cycle metrics. A checklist is proposed to improve reproducibility and comparability across RE studies.

ABSTRACT Effective urban planning is vital for mitigating vulnerability and bolstering resilience. This paper conducts a systematic literature review examining indices for urban vulnerability assessment developed between 2015 and 2025. From an initial 7,809 Scopus records, a rigorous screening process, including full-text assessment against criteria emphasizing applicability to urban planning, multi-dimensional assessment, quantitative data linkage, and explicit climate event focus, yielded 109 core studies. Bibliometric analysis (using VOSviewer and Bibliometrix) was performed on 342 articles identified after initial screening to delineate the research landscape. The 109 core studies were then analyzed in-depth. The review synthesizes the component variables of these indices into eight thematic groupings: Demographic Dynamics, Infrastructure, Ecosystem Services, Urban Living Environment, Hazard Intensity/Frequency, Governance, Resource Management, and Geomorphology. This categorization highlights current assessment practices, reveals areas of underrepresentation, and directly contributes to structuring a more holistic and integrated framework for urban vulnerability assessment, aiming to enhance urban planning practices.

This paper reimagines the future of nonprofit education as a means toward the end of true systems change, by applying the question-based Catalytic Thinking framework (Gottlieb, 2016). The questions of Catalytic Thinking lead people toward radical cre-ation (vs. reactive planning), radical inclusion (vs. selective inclusion), and radical col-lective effort, including sharing resources of all kinds (vs. operating alone in scarcity). The paper first applies these questions to nonprofit education in general, then to a case study example of a masters-level fundraising class that used those questions to rework its syllabus and the structure of the class itself. Through these examples, the paper demonstrates how nonprofit education has the potential to both reach for the ultimate “why” of nonprofit education—teaching what it takes to create the end results of a strong community—and teach the internally focused, organizational management subjects within the context of and with an explicit focus on those end results.

Writing is a complex skill for English as a Foreign Language (EFL) learners, particularly in terms of grammatical accuracy. One common grammatical problem found in students’ writing is the occurrence of run-on sentence errors, which reduce clarity and coherence. This study aimed to analyze the types of run-on sentence errors produced by Indonesian EFL learners and to examine how these errors can be reconstructed into well-formed English sentences. The study employed a qualitative descriptive research design involving eighthgrade junior high school students selected through purposive sampling. The data were collected from students’ handwritten descriptive paragraphs and analyzed by identifying run-on sentence errors, classifying them into types, and reconstructing the incorrect sentences using appropriate punctuation and coordinating conjunctions. The findings revealed two main types of run-on sentence errors: fused sentences and comma splices, with fused sentences occurring more frequently. The results indicate that learners experience difficulties in recognizing sentence boundaries and applying correct punctuation in English. The study suggests that explicit instruction focusing on sentence structure and clause relationships is essential to reduce run-on sentence errors in EFL writing.

ABSTRACT This study investigates how scrum masters and agile coaches foster creativity within agile software teams. Drawing on semistructured interviews with 28 professionals in these roles, the research identifies five clusters of explicit and implicit practices that support creative thinking. The findings conceptualize scrum masters and agile coaches as emergent creativity coaches, even when creativity is not an explicit focus of their role. By shaping a creativity‐conducive fertile space—akin to ba in knowledge management and dissipative structures in complexity theory—they create conditions in which creative ideas can emerge organically. The study also highlights that the effectiveness of these practices depends on structural empowerment and offers practical guidance for organizations seeking to unlock creativity within agile teams.

This article explores the perceptions of fourth-year secondary school students regarding the influence of Digital Technologies (ICT) on the development of the social and civic virtue of sincere friendship. For this purpose, a questionnaire including both open and close-ended questions was administered to 131 Spanish secondary students, whose responses were analysed using Atlas.ti.8.4 and SPSS.25. Along with a theoretical framework for understanding the meaning of the virtue under study, an analysis of the students’ perceptions of this virtue on the web was conducted, as well as of their views on the contribution of ICT to personal growth and the development of virtues. Among the results, the students tend to perceive themselves as sincere but think this is not generally the case on the web. In addition, for most of them, social media strengthen friendships. However, when asked about the kind or quality of the relationships facilitated by these technologies, their perceptions are not so positive. In conclusion, an explicit focus on virtues when engaging with ICT not only fosters better practice in online environments but also generates a positive perception of the digital context when virtuous behaviours are identified and explored within it. Therefore, we strongly recommend adopting an explicitly virtue-based approach to digital education programs.

Around eight million people—mainly in cities—die prematurely from pollution-related diseases; thus, studies of urban dust have become increasingly relevant over the last two decades. In this study, an assessment of heavy metal and metalloid contamination in urban dust was conducted in downtown Murcia, Spain. The objectives were to evaluate the level of contamination and the associated health risks, both with a spatially explicit focus. One hundred and twenty-eight urban dust samples were collected, each from a 1-square-meter area, using plastic tools to prevent contamination. The dust was dried and weighed, then acid-digested before analysis via inductively coupled plasma mass spectrometry. Corresponding maps were then generated using a geographic information system. The elements analyzed in the urban dust (with their median concentrations, given in mg/kg) were As (2.14), Bi (14.06), Cd (0.38), Co (1.88), Cr (71.17), Cu (142.60), Fe (13,752), Mn (316.64), Mo (3.90), Ni (21.94), Pb (106.27), Sb (6.54), Se (4.34), Sr (488.08), V (28.05), and Zn (357.33). The sequence of median concentrations for the analyzed elements was Fe > Sr > Zn > Mn > Cu > Pb > Cr > V > Ni > Bi > Sb > Se > Mo > As > Co > Cd. The pollution assessment reveals that the city is moderately polluted. Using local background levels, the elements with median values exceeding the threshold for considerable contamination were As, Cu, Pb, Sb, Se, and Zn. Using the global background level, the elements with median values exceeding the threshold for considerable contamination were Bi, Cu, Mo, Pb, Sb, Se, and Zn. The median value of the sum of the hazard index (1.82) indicates a risk to children’s health. The hazard index revealed that 43% of the sites pose a relative risk to children. In contrast to previous global studies, the present research provides a multi-scale assessment of urban pollution and health risks. Pollution is evaluated by metal, city, zone, and site, while health risks are assessed by metal, city, and site. We recommend a strategy for both local authorities and residents.

Abstract : Students in first-year composition are often asked to read multiple texts quickly and independently during the process of researching and writing research essays, yet reading is rarely an explicit pedagogical focus. Researchers in metacognition and readerly expertise agree that expert reading is purposeful, defined in part by agility in engaging with a text, its context and its embeddedness within larger conversations and with one's own intentions beyond or within such conversations. Drawing from these concepts of readerly purpose and source use, we propose a theory of mining reading — a way of reading for conversation. Mining reading is when readers mine a text to understand the text's message within a broader topic or disciplinary conversation and make a text mine by identifying its use for the reader's rhetorical purpose. We describe ways to scaffold mining reading from our writing classes and share findings from student reflections, gathered with IRB approval, about the affordances and constraints of this approach. We ultimately situate mining reading as one way to help students understand reading as an active meaning making process and develop a flexible sense of purpose and agency in their research essays.

Representation of urban and rural contexts in the application of wastewater surveillance for antimicrobial resistance: A systematic review.

This study aims to develop a Data-Based Learning Cycle (DaBeLCy) instructional model that is valid, practical, and effective in enhancing undergraduate students’ scientific reasoning in Natural Science (IPA) learning. The DaBeLCy model is an extension of the 5E Learning Cycle model, incorporating an explicit focus on data literacy through five instructional phases: Data Perception, Questioning and Hypothesis Generation, Data Generation and Explanation, Data Elaboration, and Reflection and Evaluation. The development process involved literature studies, needs analysis, model formulation, expert validation, and small- and large-scale trials. Validation results showed that the model and its supporting tools achieved content and construct validity scores above 3.7 with high reliability (α > .83), indicating that the model is suitable for implementation. The trials revealed high implementation fidelity (>83%) and active student engagement (73%–95%). Students’ scientific reasoning showed significant improvement, with N-Gain values in the moderate category (.56–.65) across different test classes. Student responses toward the model were highly positive, with agreement levels nearing 100%. The DaBeLCy model has proven to be valid, practical, and effective (feasible) for developing students’ scientific reasoning and is thus recommended as an innovative instructional model for science education at the university level.