Show Me what You Mean: Inclusive Augmented Typography for Students with Dyslexia

Augmenting the visual appearance of continuous text may contribute to more inclusive learning opportunities for university Students with Dyslexia (SwD). This neurodiverse population remains largely reliant on reading tools developed for ‘typical’ readers. Although SwD find reading slower, more tiring, and more difficult, they are also known to use deep learning approaches, which may be assisted by inclusive, custom typographic and layout systems. While printed texts offer only one typographic presentation and make limited use of visual cues, the affordances of digital reading tools could result in multiple visual adaptations to suit individual needs, preferences, and reading. This can be achieved with networked devices using Artificial Intelligence (AI) to read the content in texts, and applying real-time typography and layout modifications. A human-centred design approach is required if we aim to develop inclusive reading experiences to better serve the educational requirements of SwD. This application of our understanding of the diversity of human abilities may also open new possibilities for other marginalised readers and the wider academic reading population

Let\u27s ChatGPT: Facilitating dialog on AI in Outdoor Recreation Management classes

In March 2023, shortly after the release of ChatGPT-4, I took my academic sabbatical. When I resumed teaching in Fall 2024, I felt unprepared to address the pedagogical, ethical, and practical implications of generative AI in my courses. To better serve my students and gain knowledge about generative AI, I participated in a Faculty Learning Community (FLC) focused on teaching and artificial intelligence. Learning alongside other teaching faculty, the FLC helped me deepen my understanding of generative AI, identify the societal and environmental impacts, and informed my perspectives on my role in developing AI literacy among students. Inspired by a suggestion from the FLC, during my Winter Term 2025, I led an interactive, anonymous discussion with students about the use of generative AI, utilizing the interactive presentation tool, Mentimeter. This personal narrative explores the benefits of positioning educators as co-learners in the rapidly evolving landscape of generative AI, highlighting what I learned from my students

A Qualitative Study of Human-Equine Interaction for Historically Underserved Youth

The horse barn is an environment with the potential to support young people’s well being. While spending time at the barn, children and youth participate in exercises related to riding and caring for horses, use mindfulness skills to work effectively with horses, and gain a sense of purpose and accomplishment. The horse also provides unique opportunities to learn emotion-regulation skills and give and receive affection. This study describes the summer horse camp experiences of historically underserved young people aged 9-18, viewed through letters the participants wrote to their assigned horses. The data represent a long-standing partnership between three organizations located together within a metropolitan area in the U.S.: a religion-based group providing recreational programming for historically underserved youth, a horse barn/riding academy, and a small nonprofit organization dedicated to providing equine experiences for historically underserved youth each summer. Participants\u27 letters written to their horses (n=271) underwent a thematic content analysis using Dedoose software, and we conducted qualitative interviews with riding instructors in a group format. Data suggest the program provided a space for cultivating positive relationship skills such as respect, responsibility, discipline, empowerment, positive affect, and social relationships. Themes of "respect" (49.1%), "positive social relationships" (46.5%) and "affection" (77.5%) emerged from the letters and were supported by interview data. We conclude that this three-way organizational partnership provides valuable opportunities for historically underserved, urban youth to develop important socioemotional skills while interacting with horses. The young people used this safe environment to build social relationships and learn about making positive life choices

From Curiosity to Collaborations: Planning teacher education classes with AI

In this personal narrative, the author reflects on their experiences using generative artificial intelligence (AI), specifically ChatGPT to enhance their class preparations and planning for their college courses in early childhood teacher education. Using three personal vignettes, they describe their iterative process working with AI to infuse creativity and content. They capture their own emotions through this journey as well as the reactions of their students. The author concludes by acknowledging the enticing power of collaborating with AI and share future plans to explore students’ prompts as a form of assessment of learning and teaching

Deterioration Characteristics of Various Simulated Samples of Ancient Tanned Leathers: A Comparative Study: by Shuli Yao, Hailiang Yang, Haoyue Li, Yue Yu, Ya-nan Wang, Yang Zhou, Bi Shi and Yunhang Zeng

Archaeological leathers were tanned using different methods. However, the influence of tanning methods on the long-term stability of these leathers remains unclear. In this study, artificially aged leather samples with varying degrees of deterioration were prepared using antique smoke, vegetable, and aluminum tanning techniques, along with accelerated aging via composting. The samples were analyzed, and results indicated that the smoke-, vegetable-, and aluminum-tanned leathers exhibited surface roughness; color change; disruption of the collagen fiber network; reduced porosity; and decreased thermal stability, mechanical strength, and softness as the degree of deterioration increased. Furthermore, different trends in moisture and collagen (assessed via hydroxyproline) contents were observed in all the artificially aged samples compared with their unaged counterparts. Smoke-tanned leather exhibited reductions of 40.61% in moisture and 75.49% in hydroxyproline after five days of ageing, and aluminum-tanned leather showed reductions of 34.4% in moisture and 76.30% in hydroxyproline after 10 days of ageing. Conversely, vegetable-tanned leather showed increments of 54.69% in moisture and 35.66% in hydroxyproline after 30 days of ageing. This phenomenon occurred because the hygroscopicity of the vegetable tanning agent was higher than that of the two other agents, and the degradation of vegetable tannins was more rapid than that of collagen during deterioration. These findings demonstrate the important effects of tanning methods on the deterioration of archaeological leathers and suggest that accurate identification of the tanning method is vital for predicting deterioration trends and designing effective preservation strategies for these artifacts

Emphasizing Process Over Product in Student Writing

A personal reflection on teaching the humanities in the era of generative AI, this piece offers several concrete suggestions for tactics and assignment strategies that will discourage inappropriate AI usage as well as render it detectable before grading. More important, however, and more pedagogically significant, is the fact that these strategies can be implemented in ways that arm students with understanding about the limits of current AI technology so that they are more likely to make wiser choices. 

Pyrolysis Behaviors, Kinetics and Gaseous Products Evolution of Dye-Adsorbed Leather Shavings: Hao Wang, Mingrui Zhang, Zonghui Zhang, Fang Wang, Mădălina Georgiana Albu Kaya, Xiumin Li, Keyong Tanga and Jie Liua,

Chrome-tanned leather shavings (CLS), a challenging solid waste from tannery industry, are difficult to dispose of due to their small size and high chromium content. At the same time, CLS shows great potential as an adsorbent for toxic dyes due to its abundant functional groups and large surface area. To fully exploit this capability, this study proposes a novel waste-to-treat-waste strategy for the utilization and disposal of CLS. This approach involves using CLS as adsorbents for toxic dye removal, followed by pyrolyzing the dye-adsorbed CLS into less harmful substances or useful products. The pyrolysis behaviors and kinetics of three CLS samples, each adsorbed with a different dye (Congo red, reactive blue, and acid red), were investigated using thermogravimetric analysis and iso- conversional methods. The pyrolysis process was further analyzed using the generalized master plots method, revealing that the reaction model remained consistent with the A2 mechanism, despite significant variations in the average activation energy. The influence of adsorbed dyes on volatile products emissions during pyrolysis was analyzed using thermogravimetry coupled with Fourier transform infrared spectroscopy and mass spectroscopy.  Main gaseous products identified include CH4, H2O, CO, CO2, and trace amounts of sulfur- and nitrogen-containing compounds

The Role of Landscape Elements in Outdoor Learning Environment Design to Facilitate STEAM Learning in Early Years: Learning in Early Years:

Children learn from their surroundings during the early years, and a diverse natural environment inherently affords informal STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning behaviors. Engaging in STEAM activities helps young minds not only appreciate and understand their environment but also enhances curiosity, questioning, exploration, discussion, investigation, reflection, and the formation of ideas and theories. Postulating that an outdoor learning environment designed with appropriate landscape elements for children ages 3-5 is associated with increased occurrences of STEAM-related behaviors and learning activities, the study utilized a nature-based preschool in Texas as a case study to test the hypothesis. During recess, we videotaped the play and learning behaviors of 171 children in 18 different play settings with multiple cameras and coded the video data using MAXQDA software. The findings reveal that children engage in STEAM-related activities in settings that offer varied and flexible affordances, such as sand and water play areas, loose parts play, and places with diverse natural topography.&nbsp

Sustaining a Robust Alternative to Traditional Cooperative Education (Co-op): UC’s Experiential Explorations Program (EEP) for Creative Majors

This article provides an overview of the Experiential Explorations Program (EEP) for creative majors in the College of Design, Architecture, Art, and Planning (DAAP) at the University of Cincinnati (UC). A brief evolution of this curricular innovation is provided and we focus on the current state of the program. We outline the pedagogical model with a focus on structure, accountability, and mentorship. EEP case studies are presented for three students across majors and class years. These serve to celebrate student success while providing an in-depth view of possibilities for self-directed learning in creative fields. Challenges and opportunities for continued evolution of the EEP model are discussed. &nbsp

Play Yards and Their Contribution to Comprehensive Child Development

In Santa Ana Chiautempan, Tlaxcala, Mexico, children face a lack of adequate public spaces for free play. The street is no longer an option, and the existing parks are almost unused, with poor design and minimal maintenance. In response to this scenario, “play yards” were proposed as an initiative aimed primarily at promoting free play and contributing to the recovery of public space for recreational purposes. This report describes this initiative and presents the results of a mixed quantitative and qualitative evaluation based on participant surveys and field observations, with indicators showing the main benefits for the participating children’s holistic development.&nbsp