Background. Cognitive behavior therapy (CBT) is efficacious for alcohol use disorder (AUD). Virtual reality could augment CBT by immersing patients in relevant situations, scenarios, or exercises. We sought expert consensus on the most promising applications of VR and how, when, and where it might best be used. Methods. We conducted a Delphi study with 10 experts in CBT for AUD. Round 1's open-ended questions across 10 topics generated 89 items. In later rounds, panelists rated each item's benefit/importance from 1 to 5. Consensus required at least 70% agreement. Items not achieving consensus were re-assessed in three subsequent survey rounds. Results. The panel reached consensus on 84 of 89 (94%) items after three rounds. Panelists endorsed VR for practicing high-risk situations, drink refusal and assertiveness skills, and trigger identification, with therapists coaching in real time. They agreed on recommendations for introducing and debriefing and agreed VR was suitable for all levels of care. Top implementation barriers were therapist reluctance, low technology confidence, training time, cost, technical support, and reimbursement. Conclusions. Findings offer a blueprint for using VR in CBT for AUD, including applications, delivery, timing, and setting, and a path to evaluating whether it improves outcomes beyond CBT alone.

Harsh parental disciplinary approaches can negatively impact children emotionally and behaviorally, and early childhood mental health difficulties can impact later life functioning. We examined parental disciplinary approaches (i.e., inductive and power assertion approaches) during childhood in relation to internalizing, externalizing, and total behavior problems across 14 countries. We hypothesized that discipline practice indicators would explain both within- and between-group variance based on differential values, socialization goals, and acceptance of varying approaches across cultures. Caregivers (N = 865) across 14 countries (M = 61 families per site) reported child (Mage = 26.88 months, SDage = 5.65 months; 52% boys) behavioral, social, and emotional functioning as well as parent disciplinary techniques. Utilizing multilevel modeling, the role of within- and between-culture variance in disciplinary techniques in relation to overall problem behaviors, internalizing problems, and externalizing problems was assessed. Total behavior problems and internalizing problems were predicted by shouting, hitting, and taking privileges. Externalizing problems were predicted by shouting and taking privileges. Further, random slope effects were significant in predicting internalizing problems with parental hitting and taking away privileges. Overall hypotheses were supported. Findings suggest evidence of more universal and some culture-specific prediction in the relations between discipline techniques and behavioral outcomes. Prevention/treatment approaches for child behavior problems aimed at reduction of parental coercive discipline practices may be relevant across different cultures.

While assertions are common about what fosters inclusive undergraduate STEM classrooms, few studies have systematically investigated student perspectives. Additionally, it is unclear how students broadly perceive active learning practices in relation to inclusion. As such, we purposefully investigated student perceptions of classroom inclusion across courses in a biology department enriched with evidence-based teaching and situated in an urban, public institution. Student perceptions were investigated using open-ended prompts on a department-wide, end-of-term assessment. Results revealed that students, across social identities, do indeed report active learning strategies-as well as instructor interactions and collaborative classroom culture-as fostering inclusion. Student reports about instructor practices associated with their inclusion or exclusion clustered into four mirrored categories: Building/Dismantling the Instructor/Student Relationship, Making/Compromising Student-Centered Pedagogical Choices, Establishing Collaborative/Non-Collaborative Classroom Culture, and Portraying Science as Inclusive/Exclusive. These categories comprise a new analytical framework, the Student Perceptions of Instructor Practices-Inclusion/Exclusion (SPIP-I/E) Framework, for investigating student perspectives on inclusion. Intriguingly, student reports about inclusion consistently alluded to instructor language, and the emergent SPIP-I/E Framework aligns with existing Instructor Talk frameworks. We hypothesize that modest differences in instructor language-surrounding any teaching strategy-may mediate and be a predictive, explanatory variable for student perceptions of inclusion.

Over-parameterization is critical for optimizing neural networks, whereas training sparse networks directly often fails to achieve satisfactory performance. However, the Lottery Ticket Hypothesis (LTH) demonstrates that a randomly initialized dense model has a sparse subnetwork that can be identified through iterative magnitude pruning, while maintaining strong trainability. In this study, we examine a complementary perspective on LTH and propose the Dual Lottery Ticket Hypothesis (DLTH), enabling general training for sparse networks. Specifically, DLTH asserts that any randomly chosen subnetwork drawn from its dense counterparts can be converted to a state with promising trainability. To validate DLTH, we introduce Sharpness-Aware Random Sparse Network Transformation (SA-RST), which uses a regularization term to extrude information from weights slated for masking. Further, this extrusion process is dynamically adjusted based on model sharpness during optimization. Experiments using both CNN and Transformer architectures across several benchmarks demonstrate the effectiveness of our SA-RST and validate the proposed DLTH. Furthermore, we provide comprehensive comparisons with dynamic sparse training methods (RigL, SET) and conduct ablation studies on the sharpness-aware component to validate our design choices. Our study is expected to yield new insights into general sparse network training.

This literature review focuses on six studies of the conharmonic curvature tensor in almost Hermitian and almost contact metric manifolds. The conharmonic curvature tensor is a more effective constant invariant for detecting conformal curvature events than traditional invariants. The principal methodological concern is the absence of a thorough investigation that integrates previous research outcomes regarding the conharmonic curvature tensor. Conformal flatness and its related invariants impose significant structural constraints on the Vaisman-Gray, nearly Kähler, and locally conformal cosymplectic manifolds, frequently leading to Einstein or Einstein-normalized metrics or a reduction to locally conformal Kähler representations. A nearly conformal Kähler structure with a vanishing conharmonic tensor has been established, and harmonic flattening in dimensions more than four leads to a locally conformal Kähler structure with vanishing scalar curvature in the Vaisman-Gray case. These manifolds are proven to be equivalent to Einstein manifolds under additional assumptions, and necessary and sufficient conditions for the existence of point-homogeneous segmental tensors are specified. Three harmonic constants that determine the various η -Einstein classes of type (α , β) have been established in the normal state of a flat conharmonic tensor, whereas locally conformal manifolds must satisfy harmonic flatness, normality of distribution, and η -Einstein's condition. A classification based on harmonic behavior is constructed in a nearly locally identical space; paracontact criteria are defined, and manifolds are shown to be homogeneous paracontact. Finally, we present the main conclusion derived from the results of this literature review, along with an illustrative application. The findings indicate that conharmonic curvature tensor helps establish novel invariant-based classifications for future studies in differential geometry.

Right-hook crashes in right-hand traffic where cyclists going straight are struck by right-turning vehicles pose a major safety concern. This study aims to establish to which extent such conflicts may stem from non-driving-related tasks (NDRT), low saliency of cyclists (covertness), or drivers' insufficient knowledge of applicable rules. Forty-four drivers participated in a fixed-base driving simulator study using an extended reality (XR) setup with integrated eye tracking. Participants were stratified by urban cycling experience (cyclist-drivers vs. drivers) and self-reported driving style (cautious vs. assertive). Each drove an urban route including 12 right-turn-on-yield scenarios, with and without NDRT. Observed visual sampling was combined with a questionnaire-based rule knowledge assessment to examine whether scanning failures were due to workload or lack of rule knowledge. NDRT engagement primarily reduced default glances while glances to relevant areas (Left, Right, Over Shoulder) were preserved. Over-the-shoulder checks were rare overall. In 85 % of right-turns, no such glance occurred before turning, regardless of NDRT status. Rule knowledge mirrored these patterns, with drivers being more likely to correctly indicate the requirement to yield to salient crossing traffic streams of cars (96 % correct) or cyclists and pedestrians (81 % correct) than non-salient crossing bicycle or pedestrian traffic (46 % correct). Drivers with cycling experience scored slightly better overall but still missed nearly half of the non-salient yielding requirements. The findings indicate that gaps in rule knowledge contribute to failures to check for cyclists. Countermeasures should prioritise systemic interventions, complemented by education, rather than solely relying on behaviour-focused measures.

This study investigates the effects of the 2021 Northern Territory Institute of Sport (NTIS) High Performance Officiating Program (HPOP) on five officials. The HPOP is designed to develop and support officials to aspire to and achieve high-level and international standards of officiating [1] through specialised training, mentorship, and resources to enhance their skills and performance in high-level officiating. At pre- and post-program, data were collected from each official and their mentor pertaining to official self-efficacy and resilience. Data were also collected on challenge and threat appraisals, physical and mental preparation, locus of control, and functional assertiveness subscales. Officials and mentors were also asked qualitative questions on resilience and self-efficacy. Visual analyses of graphed data, Reliable Change Indices (RCIs), and social validation data indicated reliable improvements in self-efficacy and resilience for three of the five officials. Changes were also observed in self-efficacy subscales (game knowledge, decision-making, pressure, and communication) although patterns varied between officials. Similarly, challenge and threat appraisals, physical and mental preparation, locus of control, and functional assertiveness demonstrated individualised patterns of change. Qualitative findings provided further support for the program's positive influence on self-efficacy and resilience. This research contributes valuable insights into the transformative effects of the NTIS High Performance Officiating Program on officials, emphasising notable improvements in self-efficacy and resilience.

Military free-fall parachute operations subject Service Members to sudden mechanical loads during tether snatch and canopy opening, creating a high risk of musculoskeletal injury. Traditional video-based motion capture is impractical in these environments, limiting the ability to estimate joint-level kinematics in vivo. This study evaluated the feasibility of integrating wearable inertial measurement units (IMUs) with musculoskeletal modeling to capture neck and shoulder kinematics during operational parachute jumps. Experienced parachutists conducted high-altitude low opening (HALO), high-altitude high opening (HAHO), and no-bundle jumps while equipped with seven synchronized IMUs positioned on the head, torso, and arms. Data were processed with the OpenSim OpenSense framework using a modified upper-body model. Model scaling was based on each subject's standing height, generic range of motion limits were applied, and calibration relied on an iterative alignment of the sensor orientations obtained while participants stood in a neutral anatomical posture. These methodological choices enabled analysis under operational conditions but also introduced potential sources of error, including calibration drift due to sensor shifts, lack of segment-specific scaling, and the absence of subject-specific joint range of motion data. Despite these challenges, the framework successfully generated estimates of neck and shoulder kinematics across jump types, demonstrating feasibility in a setting where conventional motion capture systems cannot be used. This work demonstrates the feasibility, promise, and current limitations of IMU-driven inverse kinematics in extreme environments. Lessons learned emphasize the need for individualized segment scaling, subject-specific range of motion measurements, and improved calibration protocols. By addressing these challenges in future research, IMU-based musculoskeletal modeling can become a powerful tool for integrating human biomechanics into parachute system design, protective equipment development, and training strategies aimed at reducing injury risk.

Social emotional competencies in children and youth are associated with academic and psychological wellbeing. However, application to post-secondary students has been limited, and measures have been centered on the white, middle-class experience. Emerging adulthood is a time of heightened emotionality, instability, and relationship vulnerability. Therefore, the development of social emotion competences in post-secondary students could promote healthy self-regulatory and interpersonal skills. The aim of this work was to develop a culturally sensitive measure of social and emotional competencies appropriate for use in emerging adulthood. A review of existing scales in social emotional learning and emotional intelligence was conducted. A total of 104 individual items from 4 scales were examined leading to the selection of the 35 items assessing SEA. A total of N = 2632 university students in western Canada were invited to participate in an anonymous online survey over a period of 4 years. This full data set was split into three independent samples for the current work. An exploratory factor analysis of the first subsample indicated a six-factor structure (empathy, cooperation, adaptability, awareness, assertiveness, prudence) of SEA. A confirmatory factor analysis of the second subsample supported this factor structure, and invariance analysis of group differences by ethnicity was supported at the configural, metric, and scalar level. Convergent and discriminant validity were examined using correlations and regressions in the third subsample. Factors of SEA were uniquely associated with individual HEXACO personality traits, and positively associated with perseverance, perceived teacher quality, academic engagement, and negatively associated with anxiety and Attention Deficit Hyperactivity Disorder (ADHD) symptoms. Hierarchical regression models indicated that components of SEA were found to be unique and significant predictors of academic engagement in university students. Further cross-cultural and longitudinal validation of this measure is required, particularly in diverse college and early adult populations. Results support the call for fostering SEA in higher education to benefit student mental health, healthy relationships and preparation for the labor market. Although many individuals develop SEA implicitly through social exposure, others may benefit from explicit instruction and intervention strategies.