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Small-scale farmers are highly heterogeneous with regard to their types of farming, levels of technology adoption, degree of commercialization and many other factors. Such heterogeneous types, respectively groups of small-scale farming systems require different forms of government interventions. This paper applies a machine learning approach to analyze the typologies of small-scale farmers in South Africa based on a wide range of objective variables regarding their personal, farm and context characteristics, which support an effective, target-group-specific design and communication of policies.

A cluster analysis is performed based on a comprehensive quantitative and qualitative survey among 212 small-scale farmers, which was conducted in 2019 in the Limpopo Province of South Africa. An unsupervised machine learning approach, namely Partitioning Around Medoids (PAM), is applied to the survey data. Subsequently, the farmers' risk perceptions between the different clusters are analyzed and compared.

According to the results of the cluster analysis, the small-scale farmers of the investigated sample can be grouped into four types: subsistence-oriented farmers, semi-subsistence livestock-oriented farmers, semi-subsistence crop-oriented farmers and market-oriented farmers. The subsequently analyzed risk perceptions and attitudes differ considerably between these types.

This is the first typologisation of small-scale farmers based on a comprehensive collection of quantitative and qualitative variables, which can all be considered in the analysis through the application of an unsupervised machine learning approach, namely PAM. Such typologisation is a pre-requisite for the design of more target-group-specific and suitable policy interventions.

The history of online trading began in the 1960s with the emergence of electronic communication networks, which allowed the electronic execution of trades outside traditional exchanges. The internet revolution led to the development of online brokerage platforms such as E*Trade and Schwab, enabling non-institutional investors to participate in the digital trading revolution. These platforms have evolved to serve the retail investor market, eventually adapting to mobile-first and commission-free models, significantly lowering the barriers to entry for financial markets. Platforms like Robinhood and other fintech firms have rapidly gained market share by offering services and products previously unavailable, such as commission-free trades, mobile trading, and novel products such as fractional shares and cryptocurrency investing. This chapter provides an overview of the history of online trading. It also introduces several new developments in fintech and the online trading industry and discusses various controversies and future implications of new technologies.

This study aims to assess carbon emissions in urban aged residential buildings in Qingdao, Shandong Province, constructed prior to 2000, and to evaluate retrofitting and rebuilding strategies for potential carbon reduction.

Field investigations and literature reviews were conducted to identify key factors influencing carbon emissions, such as shape coefficient, window-to-wall ratio and envelope structure. A combination of generalization and mathematical statistical methods was used to classify buildings based on construction year, form, structural type and energy-saving goals. Cluster analysis was employed to extract six typical building models.

Results demonstrate that building form complexity positively correlates with carbon emissions per unit area, while longer lifespans reduce emission intensity. Retrofitting exhibits shorter carbon payback periods (1.62–3.92 years) than rebuilding (18.7–49.94 years), indicating superior environmental performance. Pre-1986 buildings are advised for demolition/rebuilding due to limited retrofit benefits. For 1986–1995 buildings, retrofitting is recommended if structurally viable. Post-1996 buildings favor retrofitting over new construction for its shorter payback and lower emissions, enhancing long-term carbon reduction.

This study contributes to the understanding of carbon emissions in urban aged residential buildings by considering various factors and providing specific recommendations for retrofitting and rebuilding strategies tailored to different construction periods. Additionally, it highlights the importance of building form complexity and remaining lifespan in determining carbon emissions, offering insights for sustainable urban development and carbon reduction initiatives.

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.

Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.

The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.

The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

Since public and private spaces are generally considered to be the fundamental building blocks for residential settings, this study draws attention to the need to consider and detail threshold spaces as one of the key aspects for accomplishing sociocultural needs, restoration and well-being in the residential environment. Understanding the function and uses of these spaces allows us to appreciate their benefits which are often neglected. This research particularly focuses on the social dimension of one fundamental threshold pattern; the Cairene balcony.

A qualitative anthropological approach was adopted in this research where in-depth interviews with female residents (n = 46) were conducted in three local contexts in Cairo, Egypt in parallel with non-participatory observation. The present piece focuses on the results elicited from the female residents’ interviews.

Irrespective of the income group, sociocultural background and context, dominating factors influencing women’s perception of the role of the Cairene balcony were commonly present. These included issues of; well-being and restoration, the phenomenon of personalization and identity, functional and communicative purposes, safety and security and privacy and control. Overall, the majority of interviewees stressed the significance of the balcony as a prominent source of prospect and an impermissible part of the residential environment.

The fact that little research has been conducted to examine the everyday use of the balcony and the role it plays in Cairene homes makes this “dedicated” research piece a valuable addition.

The development of educational models that prioritize the well-being and sustainability of educational communities has become increasingly important in recent years. The purpose of this study was to explore the impact of teachers’ training in strategies for implementing a multidimensional approach to classroom well-being through the Teacher Centred Coaching Model on well-being in the classroom – teachers and students well-being.

Through a qualitative design, the authors conduct the present study to assess the perceptions of elementary teachers regarding their own competency development and that of their students during a 25-h intervention program. The study involved teachers (n = 8) and their 8–15-year-old students (n = 423). The “Teachers Perception of SWCI Impact on students” questionnaire was used to collect student data, while teacher competency data was obtained through individual interviews entitled “Strategies for Well-being in the Classroom Intervention”.

The analysis of the data showed that teachers believed that improving well-being strategies could benefit the personal development of both themselves and their students. Furthermore, the study revealed a positive impact on the personal and professional well-being of the teachers who participated in the program. After completing the program, students displayed improved abilities in attention and concentration, as well as better personal relationships, organizational skills and emotional regulation. The teachers emphasized that self-awareness and self-regulated learning had a positive influence on their own well-being, as well as on that of the educational community, by promoting empathetic communication, sharing experiences and implementing good practices aimed at enhancing well-being and sustainability.

The study involved eight participants, comprising eight females and two males. This number could be seen as a limitation, but in another way, these participants (from all the several regions in Portugal) allow us to reach a level of theoretical saturation of the contents in analysis because they complete all the several moments of training, coaching and implementation of the proposal, and their practices, reflections and actions guarantee the depth of data, as Burmeister and Aitken (2012) and Fusch and Ness (2015) propose.

The teachers emphasized that self-awareness and self-regulated learning had a positive influence on their own well-being, as well as on that of the educational community, by promoting empathetic communication, sharing experiences and implementing good practices aimed at enhancing well-being and sustainability.

After completing the program, students displayed improved abilities in attention and concentration, as well as better personal relationships, organizational skills and emotional regulation.

This study adds to both theoretical and practical development of continuing teacher training about social and emotional learning and executive functioning and its possible role in promote the personal development of teachers and students.

This paper intervenes in the consequences of a myth propagated in academic discourse about the dancesport world, according to which half of the men in Latin dancesport are gay. I challenge two assumptions that surround this myth: that cisgender gay men do not contribute to the reification of the heteronormative gender binary, and that the dancesport scene is inclusive of gay people. These assumptions are based on a blatant lack of understanding of the position of gay men within the dancesport world – that is, the ways in which subjects are constituted through the effects of power.

This work is based on empirical research I conducted in the dancesport community, including ethnographic and autoethnographic fieldwork, extant documents (e.g. books, blogs, Judging Regulations) and interviews with experts and participants of the dancesport scene (2021/2022). To analyse the data, I relied on the principles of dispositive analysis, grounded theory and dance analysis.

I show that gay dancers have turned to assimilation as their only available strategy. I discuss the negative consequences of assimilation as a political strategy and how it impacted queer dancers – between invisibilisation, residual shame and a failure to challenge the heteronormative gender binary. This led gay dancers to rationalise and perpetrate harm based on the systems of oppression they had internalised.

I conclude the paper by highlighting a way beyond assimilation for queer dancers.

This paper addresses a critical gap in research on LGBT + inclusion in dancesport.