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The article is a result of a complementary advanced publication workshop accompanying the curriculum course exercises for PhD students, on the role of ICT in the research work of a scientist. To fulfill the extended course requirements the participants decided to write relevant paper, if possible, related to their individual research endeavors and their relations to the digital world. The paper consists of a collection of short chapters written by young researchers. They express their own views, based on early research experience, relevant generally to the inclusion of critical digital age components in their theses. The chapters are only moderately consulted by the tutor in the direction of finding a common denominator related to social sciences. [ABSTRACT FROM AUTHOR]

Background: This systematic review contributes to the understanding of the characteristics of built food environments that may be associated with choices of alternative protein foods (APF). Using the built food environment typology proposed by Downs et al., we investigated various environmental structures (e.g., supermarkets, other retailers, farmers' markets, restaurants, schools, and online vendors) and the characteristics that may facilitate or hinder consumers' choices. For example, facilitators and barriers may refer to the physical characteristics of environmental structures, food presentation practices, the organizational strategies or policies operating in the setting, or the actions that retailers or consumers engage in while selling, serving, choosing, trying, or purchasing APF in these environmental structures. Methods: A systematic review (PROSPERO database preregistration; no. CRD42023388700) was conducted by searching 13 databases for peer-reviewed journals focusing on the fields of economics and business, agriculture, medical sciences, and social sciences. Data searches, coding, and quality evaluations were conducted by at least 2 researchers. A total of 31 papers (36 original studies) were included. The risk of bias was evaluated with the Joanna Briggs Institute quality evaluation tool, with 24 publications presenting low risk of bias. Results: The findings indicate that perceived and actual availability facilitate consumers' APF choices across a built food environment. Several barriers/facilitators were associated with APF choices in specific types of built food environments: the way food is presented in produce sections (supermarkets), consumer habits in terms of green and specialty shopping (grocery stores), and mismatches among retailer actions in regard to making APF available in one type of food environment structure (e-commerce) and consumers' preferences for APF being available in other food environment structures (supermarkets, grocery stores). The effect of a barrier/facilitator may depend on the APF type; for example, social norms regarding masculinity were a barrier affecting plant-based APF choices in restaurants, but these norms were not a barrier affecting the choice of insect-based APF in restaurants. Conclusions: Addressing barriers/facilitators identified in this review will help in developing environment-matching interventions that aim to make alternative proteins mainstream. Trial registration: PROSPERO database registration: #CRD42023388700. [ABSTRACT FROM AUTHOR]

"Vulnerability" is now a widely used term in different settings—from politics and academia to everyday life. In response, a growing body of research has emerged critiquing and challenging the use of the concept in the social sciences. In this paper, we explore the use of the term vulnerability in research on children in out-of-home care and discuss the possible negative consequences of this—for the people involved and for the knowledge produced. Showing some of the problems involved in classifying these children as "particularly vulnerable", we argue that there is a need for more nuanced understandings of children growing up in out-of-home care. [ABSTRACT FROM AUTHOR]

Introduction: The use of active learning methodologies, such as the Flipped Classroom, is being applied more and more frequently in various areas of knowledge, obtaining good results. In the teaching of Social Sciences, these methodologies can help to combat the demotivation sometimes experienced by students. This paper presents and analyzes a didactic intervention for the implementation of the Flipped Classroom in Primary Education, to teach Social Sciences. Method: The didactic intervention designed has consisted of the creation of seven videos to develop the didactic unit “Revolution and restoration”” to develop this subject through the Flipped Classroom methodology. The intervention was carried out on a sample of 76 students, divided into three groups/classes. To analyse the results of the intervention, academic results, participation in the activities and the students’ evaluation of the intervention were taken into account. Results: The results obtained show an improvement in the academic performance of the students, who obtain an average of 1 point in their classifications, compared to the didactic units in which the methodology is not applied. It also shows an increase in motivation and a greater and better use of ICT tools. Conclusions: The analysis carried out allows us to conclude that the application of this methodology generates an impact of improved academic results, and in turn, encourages motivation and creativity in the students participating in the intervention, turning the learning of this subject into a more dynamic and motivating process. [ABSTRACT FROM AUTHOR]

The ageing European population is driving the demand for age-friendly communities that support older individuals' health and well-being. As communities navigate this transition, Transition Design emerges as a promising approach for addressing complex social and environmental challenges. This study explores the potential of Transition Design to create age-friendly communities in Europe. Drawing on examples from several European countries, this paper describes the key principles of Transition Design and how they can be applied to the development of age-friendly communities. This article highlights the importance of participatory processes in involving older people and other stakeholders in the design process, and discusses the role of technology in creating more accessible and inclusive environments. It also considers some of the challenges of implementing a transition design approach in a European context. In conclusion, this study asserts that Transition Design offers a promising approach for creating sustainable, inclusive, and responsive age-friendly communities. [ABSTRACT FROM AUTHOR]