Background: Periorbital rejuvenation is often challenging and requires comprehensive evaluation of its various components to obtain satisfying results. Considering the crucial role of the orbicularis muscle in the periorbital aging process, the first author recently described his personal technique for temporal lifting through a subcutaneous approach in conjunction with an orbicularis muscle flap. In the current article, the authors present a modified and extended temporal lift approach, which allows for remarkable improvement not only in the temporal and brow region, but in the whole periorbital area up to the malar region, therefore named “Temporal MORE” (Modified Orbicularis REpositioning). Methods: 212 consecutive patients underwent Temporal MORE by the same surgeon between May 2021 and September 2022. Each patient filled a FACE-Q© questionnaire preoperatively and 12 months postoperatively. 5 independent surgeons were asked to score the results evaluating patients’ preoperative and postoperative pictures. Results: No major complications were recorded. The most satisfying aspect of this technique was dramatic periorbital rejuvenation noticeable in all patients. FACE-Q pre-operative score was 34.29±5.872, while the post-operative was 80.11±6.796 (p<0.05); delta (post-pre) mean value was 45.82±8.925. Surgeons’ questionnaire mean value was 41.92±6.010. Statistical analysis showed a strong correlation between surgeons’ and patients’ satisfaction (“r” value 0.7488). Conclusions: Temporal MORE proved to achieve a comprehensive rejuvenation of the periorbital area in a straightforward and reproducible way, with a fast recovery and a low complication rate. In this cohort, patient satisfaction with the result was remarkable and comparable to the judgment of the surgeons interviewed.
This paper introduces commoning accessibility (CA) as a novel conceptual framework that redefines accessibility as an essential good for activity participation and needs fulfilment, one that can be collectively managed. This perspective emerges from the observation of collaborative practices among actors engaged in the co-creation and governance of accessibility provision. Widespread examples of such practices include shared vehicle ownership, community-run amenity supply, and community-managed digital platforms. A common feature of these practices is their reliance on collaboration among individuals who actively participate in co-creating and governing mobility, proximity, or digital connectivity-oriented solutions to address shared and specific accessibility needs. Despite being largely overlooked in planning and transport research and practice, these initiatives - here defined as commoning accessibility practices - offer valuable insights into enhancing access to essential services and social opportunities, particularly in transport-poor contexts. This paper develops a conceptual framework to provide both theoretical depth and operational clarity to the notion of CA. Grounded in the theory of the commons and building on the concept of commoning mobility, it introduces a novel conceptual framework for examining the significance of CA practices and their contextual impact across different European settings.
Teachers act as judges of academic merit, but unfair evaluations beyond students' true abilities may perpetuate inequality based on socioeconomic status (SES). This article investigates if student SES biases teacher grades and track recommendations, after accounting for measurement error (test scores) and omitted variables (noncognitive skills) in ability-a widespread issue that can lead to overestimating teacher bias in observational studies. Using the German NEPS panel across elementary education, we seek to identify student ability through various cognitive (standardised test scores) and noncognitive (effort) measures, along with an instrumental variable (IV) design. We also examine heterogeneity across the ability distribution to test whether teacher bias is most pronounced among low performers. First, after approximating latent student ability with the IV approach and adjusting for noncognitive skills, the residual effect of student SES drops by over 40 %. This reduction indicates that estimates of teacher bias are substantially inflated when relying solely on snapshot test scores. Second, despite this reduction, the effect size of student SES remains considerable at 6 % of a standard deviation for GPA and five percentage points for track recommendations. Third, residual SES effects are disproportionately seen among low-to-average-performing students, suggesting that high-SES parents use compensatory strategies to influence teacher assessments. We discuss the theoretical and methodological implications of our findings for estimating and interpreting teacher bias as a mechanism of educational reproduction in observational research.
Aeronautical gas turbine combustors feature turbulent spray flames, characterized by the complex interaction of atomization, evaporation, mixing, and combustion processes. The correct reproduction of these phenomena in numerical simulations is essential when investigating flames of unconventional fuels, whose peculiar physicochemical properties can impact the reliability and performance of combustion chambers. This work, based on the Cambridge spray burner n-heptane test case, aims to investigate the impact of combustion and chemistry modeling on the flame topology and characteristics. In the first place, the adequacy of the Flamelet Progress Variable approach in replicating multi-regime flames is assessed by comparison with finite-rate chemistry simulations. Results show that the tabulated chemistry approach fails to capture the extinction under high-strain conditions and overestimates the heat release associated with the same regime used to generate the laminar 1-D flamelet database. Additionally, the role of low-temperature chemistry (LTC) is evaluated by developing two skeletal mechanisms and analyzing the LTC contribution to the overall flame behavior. The low-temperature pathways are found to participate in the OH radical pool formation, thereby contributing to the stabilization of the outer lifted flame.Novelty and significance statementThis study provides a comprehensive analysis of the impact of modeling on the combustion phenom- ena occurring in turbulent spray flames. Using the Cambridge lab-scale burner with n-heptane spray, the Flamelet Progress Variable (FPV) approach is compared against the finite-rate chemistry. In contrast to the FPV method, finite-rate allows for an accurate description of flame stabilization dynamics, extinction phenomena associated with turbulence-combustion interaction, and multi-regime combustion modes. Additionally, the role of low-temperature chemistry (LTC) in flame behavior is investigated through the development of two skeletal mechanisms, emphasizing the impact of LTC in the flame propagation assisted by the enhanced radical production. The key findings of this work strengthen the comprehension of modeling aspects related to the interplay between turbulence, chemistry, and the evaporation process in swirled spray flames, in view of the growing attention on the multi-regime combustion and lean blow-out sensitivity to the peculiar physicochemical properties of sustainable aviation fuels.
Time attitudes reflect how individuals feel about their past, present, and future, and are linked to psychological and academic well-being. Theoretical contributions and empirical evidence suggest that feelings toward time are modifiable by interventions. However, the long-term impact of interventions on time attitudes remains unexplored. In this study, we examined the effect of a college counseling intervention on time attitudes, measured by the Adolescent and Adult Time Inventory-Time Attitude Scale. Participants consisted of 89 college students (Mage = 22.67; SD = 3.15) who underwent a 4-session psychodynamic counseling intervention. They were assessed at four time points: T0 (intake), T1 (one month after intake but before the intervention), T2 (at the end of the 4-session intervention), and T3 (three months after the intervention). Changes in time attitudes over time were analyzed using linear mixed models, controlling for age and gender. Results revealed an increase in positive attitudes toward the present and future, and a decrease in negative attitudes toward the present, both at T2 and T3. No changes were observed in attitudes toward the past or negative future attitudes. These findings suggest that psychodynamic counseling leads to long term improvements in college students' feelings toward the present and future. This supports its role in promoting psychological well-being and academic retention.
