Model-based engineering (MBE) is a powerful paradigm that leverages models as essential pillars of the development process, enabling teams to clarify requirements, streamline design, specify behavior, and perform rigorous verification and validation tasks across the entire system life cycle. Digital twins (DTs) represent revolutionary software systems that mirror cyber-physical, socio-economic, or biological entities, systems, or processes. Built from robust models and data, DTs are deployed for high-impact applications such as planning, monitoring, control, and optimization of the twinned entity. The model-centric nature of DTs has naturally ignited recent exploration into harnessing MBE for the engineering and operation of DTs. However, this organic evolution has created a fragmented landscape of (partial) solutions. To confront this challenge, this article presents a rigorous and systematic literature survey on the field of model-based DT engineering (MBDTE), accompanied by a novel taxonomy for categorizing MBDTE approaches. We also introduce crisp definitions of both the field of MBDTE and the models themselves. We conclude by highlighting research gaps and outlining avenues for further exploration.
Whilst performance analysis is a key component of sport science and coaching practice, the novelty of this research is its focus on the often-overlooked skills and competencies needed to operate effectively within applied environments. The study explored how performance analysts collaborate with coaches and athletes in high performance sport, emphasising the relational, practical and technical competencies that underpin successful practice. Thirty-eight (38) performance analysts (experience 7.2 +/- 3.8 years) in the elite UK performance analysis system completed semi-structured interviews (24 questions, lasting 38 +/- 12 min), which were analysed using Braun and Clarke (2006) six-step approach. Findings highlighted that effective performance analysis relies on technical expertise, practical skills, and relational competencies. Trust, openness, and credibility were central to collaboration, while technical skills such as data collection, analysis, and tailored feedback ensured outputs were accurate and actionable. Analysts navigated organisational, technological, and resource constraints, with soft skills including adaptability, resilience, and communication critical to overcoming barriers and achieving applied impact. A tree analogy illustrates the main thematic areas ([1] data and video, [2] analysis, [3] feedback, [4] trust and openness, [5] knowledge, [6] culture, and [7] challenges), their sub-components, and the interwoven soft/hard skills underpinning effective daily practice. These findings have clear implications for educational providers and practitioners across all career stages, offering practical guidance to enhance applied practice.
Amidst the environmental breakdown fuelled by unsustainable consumption practices, attempts to introduce the necessary change have been both slow and insufficient. Providing a potential opportunity to revise existing consumption practices, crises caused by significant events can disrupt existing lifestyles and practices, forcing people to reorganise their daily routines. Drawing on mixed-methods data collected in Brazil at two points during the COVID-19 lockdowns, we interrogate how the pandemic functioned as a disruptive 'avalanche' event that uprooted existing consumption practices and prompted shifts towards more sustainable consumption. Our findings show an increased awareness of environmental issues and motivations to change existing practices. However, initial shifts in consumer practices following the breaking and (re-)making of consumption practices were absorbed by emerging online systems of provision that stalled a shift towards lasting, sustainable consumption patterns. We examine how individual agency interacts with new online consumption opportunities, reflecting on the extent to which disruptive events can reshape consumption patterns. Finally, we highlight the need for active structural support from societal actors-such as businesses and legislators-to create the enabling systems required to translate motivation into lasting change.
Beyond a reasonable doubt (BRD) is the standard of proof required for conviction in criminal trials in Anglo-American legal systems. We examined how lay people (N = 220) define BRD in qualitative terms, and quantitatively measured their perceptions of existing definitions of this standard of proof as well as the grounds they believe create "a reasonable doubt." The qualitative data suggest that although individuals used relevant synonyms for BRD (i.e., degree of doubt present, certainty or probability required, amount and strength of proof provided, and alternative explanations beyond the defendant being guilty), the concept is vague in individuals' minds, has variable meanings across people, and its interpretation can increase or reduce the threshold for conviction. There was no significant difference between the sure and firmly convinced definitions of BRD (used in England and Wales, and the U.S. Federal courts, respectively) in terms of self-reported understanding, confidence in application, and judged likelihood of wrongful conviction or wrongful acquittal. However, for each of these two definitions, greater self-reported understanding was significantly positively associated with greater confidence in applying the standard of proof, and both self-reported understanding and confidence were significantly negatively associated with judged likelihood of wrongful conviction and wrongful acquittal. Finally, a weak prosecution case and strong defense case were each rated as creating significantly greater grounds for a reasonable doubt than either victim and offender behavior or the punitive impact of a guilty verdict. The present findings have implications for jury instructions.
High-quality practice with children aged 0–2 is foundational to early development, yet the qualifications that prepare early childhood educators in England pay limited attention to baby room practice. This article examines whether current qualification pathways support educators to work confidently and effectively with babies, drawing on 16 focus groups with 207 baby room educators and nursery managers. While qualifications are a key lever for improving structural and process quality, participants reported that existing training focuses primarily on older children and offers minimal grounding in babies’ development or opportunities for meaningful baby room experience. Thematic analysis identified three areas in which qualifications require substantial strengthening: a clearer focus on babies’ developmental processes, structured opportunities for high-quality practical experience in baby rooms, and greater attention to cultivating the passion, confidence, and professional identity that underpin responsive practice with the youngest children. We argue that reviewing both entry-level and higher qualifications is essential for improving 0–2 year old provision and reducing overreliance on remedial continuous professional development (CPD).
