This study explores how a physics professor’s understanding of teaching for conceptual change evolves through sustained collaboration with a science education professor. Using a phenomenographic case study approach, we analyze shifts in the professor’s conceptions over time, revealing key transitions from viewing student misconceptions as barriers to recognizing conceptual frameworks as bridges for learning. Findings highlight the role of cognitive conflict, conceptual resources, and metacognitive engagement in shaping pedagogical change. The study contributes to understanding faculty development in STEM education, emphasizing the impact of interdisciplinary collaboration on instructional transformation. Based on these findings, future research and policy recommendations are proposed.
Divine forgiveness is central to many religious traditions and is often thought to inform interpersonal forgiveness. However, little is known about how daily experiences of divine forgiveness shape real-time conflict within romantic relationships. Using a 14-day dyadic daily diary design, this study examined whether perceptions of divine forgiveness regarding treatment of one's partner predict forgiveness, amend-making, and anger in different-gender, cohabiting romantic couples (N = 82 dyads; 87.8% married; 77.4% White; 83.5% Christian/Catholic). Multilevel models that parse between- and within-person variance in divine forgiveness revealed that on days when individuals reported greater divine forgiveness, they also reported more forgiveness and amend-making toward their partner, suggesting that experiences of divine forgiveness may support same-day relational repair. Between-person effects further revealed that women experiencing higher levels of God's forgiveness reported making more amends for their behavior, while men higher in divine forgiveness reported being more forgiving; these effects were corroborated by partner reports and extended to reports of these outcomes the following day. Interestingly, divine forgiveness was not associated with self-reported anger but showed mixed effects regarding perceptions of partner anger. Together, findings suggest that divine forgiveness operates both as a dispositional resource and as a dynamic process that supports relationship repair, particularly for minor, daily conflicts.
This study presents a real-time, bidirectional system for translating American Sign Language (ASL) to and from English using computer vision and transformer-based models to enhance accessibility for deaf and hard of hearing users. Leveraging publicly available sign language and text–to-gloss datasets, the system integrates MediaPipe-based holistic landmark extraction with CNN- and transformer-based architectures to support translation across video, text, and speech modalities within a web-based interface. In the ASL-to-English direction, the sign-to-gloss model achieves a 25.17% word error rate (WER) on the RWTH-PHOENIX-Weather 2014T benchmark, which is competitive with recent continuous sign language recognition systems, and the gloss-level translation attains a ROUGE-L score of 79.89, indicating strong preservation of sign content and ordering. In the reverse English-to-ASL direction, the English-to-Gloss transformer trained on ASLG-PC12 achieves a ROUGE-L score of 96.00, demonstrating high-fidelity gloss sequence generation suitable for landmark-based ASL animation. These results highlight a favorable accuracy-efficiency trade-off achieved through compact model architectures and low-latency decoding, supporting practical real-time deployment.
This work considers the m-dissection (for m not equivalent to 0 (mod 3)) of the general quintuple product Q(z, q) = ( (z, q/z, q;q)infinity(qz2, q/z2; q q2 q2) q2)infinity q2)infinity. Multiple novel applications arise from this m-dissection. For example, we derive the general partition identity D DS DS( DS(mn +(m2-1)/24) = ( (-1) (-1)(m+1) (-1)(m+1)/ (-1)(m+1)/6 (-1)(m+1)/6b (-1)(m+1)/6bm (-1)(m+1)/6bm( (-1)(m+1)/6bm(n (-1)(m+1)/6bm(n) (-1)(m+1)/6bm(n), for all n >= 0, where m equivalent to 5 (mod 6) is a square-free positive integer relatively prime to 6; D DS DS( DS(n DS(n) is defined, for S the set of positive integers containing no multiples of m m, to be the number of partitions of n into an even number of distinct parts from S minus the number of partitions of n into an odd number of distinct parts from S S; and b bm bm( bm(n bm(n) denotes the number of m-regular partitions of n n. The dissections allow us to prove a conjecture of Hirschhorn concerning the 2n-dissection of (q; q q) q)infinity q)infinity, as well as determine the pattern of the sign changes of the coefficients a an of the infinite product ( (q (q2 (q2k (q2k-(q2k-1 (q2k-1; q q2 q2k q2k-q2k-1 q2k-1) q2k-1)infinity ( (q (qp (qp; (qp;q (qp;qp (qp;qp) (qp;qp)2 (qp;qp)2 infinity = infinity Sigma n=0 anqn, k >= 1, p >= 5 a prime. This covers a recent result of Bringmann et al. that corresponds to the case k = 1 and p = 5. (c) 2025 Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.
Long-Term Athletic Development (LTAD) models have provided a youth sport framework for more than 2 decades, aimed at improving skill progression, training outcomes, and athlete preparation. Although influential, traditional LTAD approaches are limited by their sport-centric orientation, linear design, and focus on elite performance, leaving them less relevant for most youth and adults who do not pursue competitive sport. In response, we propose reframing LTAD as Long-Term Activity Development (LTActD), an accessible and flexible model designed to promote lifelong engagement in physical activity, including recreation, exercise, and sport. LTActD emphasizes 5 dynamic phases-Explore, Develop, Apply, Sustain, and Thrive-that accommodate diverse pathways, periods of inactivity, and opportunities to re-enter active living at any age. Represented as a curvy road, the new model underscores that participation in physical activity is rarely linear, more like a winding journey shaped by health, motivation, environment, and social context. LTActD bridges sport science and public health, positioning physical activity as a lifelong resource for health, independence, and fulfillment. LTActD offers a practical framework to empower individuals of all ages and abilities to discover meaningful ways to move, re-engage, and embrace active living throughout the life course.
