This article presents the results of a cross-disciplinary applied study exploring investors’ protections in the context of distributed ledger technology (DLT) smart contracts. Fusing legal, business, and technical perspectives, we developed a framework for protection from non-commercial risks for stablecoins, taking advantage of DLT and AI. A key concept we propose is the monitoring of disinformation and fake news to prevent malicious parties from abusing our solution. Based on the similarities between central bank digital currencies (CBDCs) and stablecoins, we propose scaling up our results to all future internet investments performed without face-to-face contact between the investor and the company.

While microcredits are, by the development practitioners, repeatedly hailed as a useful measure of development policy, this empirical research in Bangladesh arrives at different results: the governing and disciplinary measures are necessary to trigger the best possible repayment success. Based on interviews with the microfinance beneficiaries, loan officers, and microfinance experts in Bangladesh, I chart some of the most frequently used governing and disciplinary techniques including fictitious proximity of loan officers, their fields of visibility and surveillance processes. The “success” of credit delivery is a neoliberal stance that ensures the ceaseless debt repayment process using the intentional and planned conduct, capitalizing social capital and credit honour reputation, surveillance over business enterprises, use of equivocal language and different forms of deception. The development strategy through microfinance in Bangladesh is a development “dispositif” with a changing shift in its declared social missions.

Background: The COVID-19 pandemic has disproportionately affected people from more deprived communities. The experience of Long Covid is similarly distributed but very few investigations have concentrated on the needs of this population. The aim of this project was to co-produce an acceptable intervention for people with Long Covid, living in communities recognised as more deprived. Methods: The intervention was based on a multi-disciplinary team using approaches from sport and exercise medicine and functional rehabilitation. The co-production process was undertaken with a stakeholder advisory group and patient public involvement representation. This study identified participants by postcode and the indices of multiple deprivation (IMD); recruitment and engagement were supported by an existing health and wellbeing service. A virtual ‘clinic’ was offered with a team of professional practitioners who met participants three times each; to directly consider their needs and offer structured advice. The acceptability of the intervention was based on the individual’s participation and their completion of the intervention. Results: Ten participants were recruited with eight completing the intervention. The partnership with an existing community health and wellbeing service was deemed to be an important way of reaching participants. Two men and six women ages ranging from 38 to 73 were involved and their needs were commonly associated with fatigue, anxiety and depression with overall de-conditioning. None reported serious hardship associated with the pandemic although most were in self-employment/part-time employment or were not working due to retirement or ill-health. Two older participants lived alone, and others were single parents and had considerable challenges associated with managing a household alongside their Long Covid difficulties. Conclusions: This paper presents the needs and perspectives of eight individuals involved in the process and discusses the needs and preferences of the group in relation to their support for self- managed recovery from Long Covid.

As the aileron mass parameter and its position on the velocity and frequency of the flutter is an important problem in design of the aircraft wings, the optimization of the composite wing with an aileron is represented in this paper. Mass properties and its distribution have a great influence on the multi-disciplinary optimization procedure based on speed and frequency of flutter. At first, flutter speed was obtained with and without aileron, then aileron was mass-equilibrated and other studies were performed using the proposed method. It is deduced that changing the position and mass properties of the aileron the speed and frequency of the flutter changed. The position of the aileron was determined for better wing performance in flutter instability and minimizing the composite stress. In the present study, it has been attempted to model the aerodynamics of the problem under ultrasound with the panel method, and the structure has been modeled using finite element method and coupled with the aerodynamics. Using the p-k method, the equations are solved and the results are extracted.

The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the prestigious Review of Educational Research, found, overall, effects to be positive. In the present paper we critique this study and provide some needed clarity to the state of research on learning via video in higher education. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and reanalyse study data. We found results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, learning benefits remain limited.

Molecular methods have revolutionised virtually every area of biology, and metazoan phylogenetics is no exception: molecular phylogenies, molecular clocks, comparative phylogenomics, and developmental genetics have collectively transformed our understanding of the evolutionary history of animals. Moreover, the diversity of methods and models within molecular phylogenetics has resulted in significant disagreement among molecular phylogenies as well as between these and traditional phylogenies. Here, I argue that tackling this multifaceted problem lies in integrating evidence to infer the best evolutionary scenario. I begin with an overview of recent developments in early metazoan phylogenetics, followed by a discussion of key conceptual issues in phylogenetics revolving around phylogenetic evidence and theory. I then argue that integration of different kinds of evidence is necessary for arriving at the best evolutionary scenario rather than the best-fitting cladogram. Finally, I discuss the prospects of this view in stimulating interdisciplinary cross-talk in early metazoan research and beyond.

Sustainable and Responsible Design (SRD) harnesses design’s potential to address eco-social problems and in doing so challenge the status quo of design education by reframing the social and ecological consequences, boundaries and agencies of design. This critical and transdisciplinary approach frays the edges of traditional design disciplines with embedded and reflexive modes of learning. We describe characteristics of SRD education and present theories of learning to empower students in this complex terrain. The learning associated with SRD education is ecologically engaged, participative, critical, expansive and designerly. We recount case studies of our own experiences advancing sustainable and responsible undergraduate design education in the UK. We identify path constraints such as disciplinary fragility, appropriation, and power dynamics in the design school. The push for a revision of priorities generates tensions where there is often greenwashing rhetoric of sustainability and inclusivity. We describe strategies and tactics to address these tensions. We highlight the agency we have as educators and designers and argue that design education can only meaningfully participate in response to the challenges presented by climate change, other types of ecocide, and social problems when educators make substantive commitments to supporting sustainability literacies and design approaches that serve the interests of diverse stakeholders.

Time, traditionally viewed as a linear, non-dynamic parameter, is re-envisioned in this study as a Hyperdimensional concept. This paper conducts a cross-disciplinary examination, critically analysing the conceptualization of time in classical mechanics, quantum mechanics, and cosmology to propose a ground breaking reconceptualisation that extends beyond conventional frameworks. In classical mechanics, time is perceived as an absolute, continuously progressing backdrop, largely independent of events. Quantum mechanics treats time as a static parameter that does not influence quantum states but provides a framework for their evolution. In cosmology, time is considered a dimension that emerges from the Big Bang and serves as a measure for the universe's expansion, yet it does not interact with the structural dynamics of the cosmos. Challenging the transformative insights of Einstein’s relativity, which merges time with spatial dimensions under extreme conditions, we advocate for a perspective that views time as a Hyperdimensional and universal constant. This perspective posits that time, despite its unique and intrinsic properties, does not dynamically interact with or alter physical phenomena. Instead, it underpins our understanding of phenomena across different scales—from the minutiae of quantum states to the macroscopic dynamics of cosmology—without direct causation or change. A critical examination of time dilation and relativistic assumptions reveals significant discrepancies in traditional interpretations, particularly in how they are applied across different physical contexts. Our findings challenge the uniform applicability of time dilation, suggesting that observed phenomena often attributed to relativistic effects might better be explained through non-relativistic mechanisms such as phase shifts or changes in wavelength rather than temporal dilation. By synthesizing insights from various scientific domains, we advocate for a unified theory that recognizes time as a fundamental, universal dimension that is conceptual and non-interactive. Our goal is to bridge existing gaps between diverse scientific interpretations and promote a more integrated, profound understanding of time's autonomous and intrinsic nature.

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquirement need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability in Higher Education (HE) and how to empower students to take a leading role in implementing the SDGs in universities. The participants in the study are a group of 23 students in pre-service teacher training. The experimental educational model used for the development of sustainable competencies consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that a holistic approach is appropriate for developing sustainable competencies and contributes to empowering students to implement SDG 12 at their university.