Recent reports into the situation in Scottish schools have identified concerning trends in terms of the mental wellbeing and behaviour of young learners. The Scottish Government, through various policy initiatives, has sought to devise and implement strategies with a view to bringing about improvements in these areas. As part of this commitment, it has indicated that the health and wellbeing of learners must be the responsibility of all teachers across the curriculum. This article examines how the teaching of classical literature can contribute to this through the development of emotional literacy as a reflection, reinforcement, and extension of the explicit lessons on emotion delivered through the Personal and Social Education curricular programme.

This study investigates Turkish-speaking children’s reliability attributions to linguistic indicators of evidential source and whether source reliability has an effect on knowledge generalizability. Ninety-six four- and six-year-olds were first asked to perform a reliability judgement task where informants used the indirect evidential marker -mIş in the contexts of inference and hearsay. Next, they were randomly assigned to three groups and introduced a novel object “blicket” declared to be magnetic, using inference, hearsay, and generic statements, and their generalization behaviours were measured. Results showed that both four- and six-year-olds attributed higher reliability to inference compared to hearsay as evidential source, and six-year-olds did so more than four-year-olds. Four-year-olds generalized more in response to generic statements than inferential or hearsay statements, whereas six-year-olds generalized similarly in all conditions. Although children attributed more reliability to inference than hearsay, they did not generalize inferential statements more than hearsay statements.

We study how COVID-19 affected the ownership co-location network of French multinationals over 2012–2022. Using INSEE’s LiFi, we build annual country-industry co-location networks and assess robustness via topology (density, centralization, assortativity, and clustering) and edge survival (Weighted Jaccard). We then test for post-shock shifts in the determinants of dyadic co-location with multiple regression quadratic assignment procedure. Three results emerge. First, the network’s core is robust: topology shows no discontinuity and centrality persists. Second, adaptation is continuous at the margin: around one-third of edges rewire, concentrated in the periphery while core ties endure. Third, after 2020 the determinants of tie weights change, with a reduced role for gravity-like factors and greater cross-sector rebalancing. Thus the system is structurally robust with active peripheral adjustment. Rather than strict resilience in the sense of a return to the pre-COVID configuration, we observe durable strategic reweighting.

How do citizens in Sierra Leone perceive the legitimacy and feasibility of sanctioning their chiefs outside of elections? This study investigates perceptions of non-electoral sanctions through a pre-registered survey experiment in Sierra Leone. We find that citizens view indirect sanctions – such as appealing to higher authorities – as more legitimate and feasible than direct actions, and that the range of acceptable sanctions expands with the severity of the offense. Community elders’ involvement increases the perceived legitimacy of sanctions, highlighting their role as political intermediaries. Finally, respondents’ social status moderates their perceptions of both the legitimacy and the feasibility of sanctions. These results suggest that even in highly hierarchical settings, citizens may retain some capacity to discipline chiefs, though accountability seems primarily mediated through vertical institutions rather than direct collective action.

Learning has recently played a vital role in control engineering, producing numerous applications and facilitating easier control over systems; however, it has presented serious challenges in flight learning for unmanned platforms. Iterative learning control (ILC) is a practical method for cases needing repetition in control loops. This work focuses on the ILC of a quadrotor flight. An unstable flight might lead to a crash in the system and stop the iterations; hence, a base controller, the state-dependent Riccati equation (SDRE), is selected to stabilize the drone in the first loop. The ILC acts on top of the SDRE to increase the precision and force the system to learn to track trajectories better. The combination of ILC and SDRE was tested for stationary (fixed-base) systems without the risk of crashes; nonetheless, its implementation on a flying (mobile) system is reported for the first time. The gradient descent method shapes the training criteria for error reduction in the ILC. The proposed design is implemented on simulation and a real flight of a quadrotor in a series of tests, showing the effectiveness of the proposed input law. The nonlinear and optimal structure of the base controller and the complex iterative learning programming were challenges of this work, which were successfully addressed and demonstrated experimentally.

This article introduces a fungal framework, both metaphorically and methodologically, for reimagining power, resistance, and world-making in International Relations (IR). Drawing on relational ontologies and ecological insights, it examines how fungal processes of decomposition and regeneration shed light on the entangled relations that constitute the pluriverse—a world of many worlds. By centering decay as a site of transformation, the framework proposes an ethic of research grounded in humility and care. It critiques the epistemic closures that structure dominant IR paradigms and offers tools for engaging ontological multiplicity beyond Eurocentric frames. In doing so, the article contributes to emerging debates on decolonial methodology, more-than-human agency, and pluriversal ethics, advocating for approaches that accompany, rather than assimilate, multiple worlds.