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Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased migration flows shape young refugees’ (aged 15–25) (re-)engagement with post-15 learning opportunities upon arrival in the country. It is based on semi-structured interviews with young refugees living in Thessaloniki, conducted as part of an ethnographic doctoral project on educational decision-making. The findings reveal that three key institutional bordering practices in Greece—namely the bordering of space (via encampment), time (via enforced waiting), and public services (via administrative barriers)—played central roles in young refugees’ (re-)engagement with post-15 education; often causing their dreams to be diverted or downgraded. However, with determination and the support of willing gatekeepers, refugee youth found ways to (re)construct adapted learning trajectories despite, and in response to, these arrival challenges.

Clear empirical demonstrations of the theoretical principles underlying assortative mating remain elusive. This article examines a moderator of assortative mating—how well couple members knew each other before dating—suggested by recent findings related to market-based (i.e., competition) theories. Specifically, competition is pervasive to the extent that people achieve consensus about who possesses desirable qualities (e.g., attractiveness) and who does not. Because consensus is stronger earlier in the acquaintance process, assortative mating based on attractiveness should be stronger among couples who formed a relationship after a short period rather than a long period of acquaintance. A study of 167 couples included measures of how long partners had known each other before dating and whether they had been friends before dating, as well as coders' ratings of physical attractiveness. As predicted, couples revealed stronger evidence of assortative mating to the extent that they knew each other for a short time and were not friends before initiating a romantic relationship.

For me, a border is not passing It is not to pass from one country If you are not allowed to take part in life.      – Parwana Amiri

High-profile incidents and scandals involving software at Boeing, Volkswagen and the UK Post Office have resulted in loss of life, environmental damage, and societal harm. Why were there no apparent whistleblowers during the development of these systems, why did issues only come to light after the systems were in production? Whistleblowing can be described as a public interest disclosure about organisational wrongdoing or harm. Organisations have a responsibility to demonstrate effective mechanisms for detecting, evidencing, mitigating, and speaking up if professional values, practices, or standards are breached on IT projects. Specifically, the ACM Code of Ethics advises software professionals to “blow the whistle” if leaders do not act to mitigate risks of harm. Recent stories in the media demonstrate that software professionals with insider knowledge of issues at Google, Uber, Twitter, and Facebook do take individual and collective action to disclose wrongdoing and harm, often at great personal cost.My published literature review finds software engineering research lacks empirical inpractice studies of whistleblowing, reflective of the frequency, sensitive nature, and obtrusiveness of studying such events. In this thesis I ask, “why and how do software engineers blow the whistle?”and report on actions taken (or not taken) by software engineering professionals to mitigate harm and wrongdoing in software engineering practice. I use existing whistleblowing research and theories to inform the development of a Whistleblowing in Software Engineering (WISE) analysis framework. The framework guides the systematic analysis and abstraction of story data from interviews. Important findings, specific to software engineering practice, are presented through cases in the health, transport, and nuclear industries; my findings are discussed in light of existing whistleblowing research. Key findings relate to tampering with software artefacts to remove, disguise, or leave evidence of issues, and the creating of team and organisational secrets. The cases notably evidence issues being suppressed or covered up by management, in breach of regulatory standards and compliance processes. I find practitioners motivated to uphold professional values and standards despite the negative consequences for themselves. Some experienced practitioners seek help from professional and regulatory bodies to mitigate concerns; some less experienced staff keep quiet, raise issues discretely with colleagues, or are threatened into complying with management wrongdoing. The cases confirm findings reported in laboratory studies and call for further in-practice studies with researchers given timely access to stakeholders and software artefacts linked to recent or emerging whistleblowing situations.

Sowerby's beaked whale is a deep-diving cetacean species specialized to live in the deep waters of the North Atlantic, including offshore Irish waters. Sightings of Sowerby's beaked whales in this area are infrequent and a substantial increase in our knowledge of their presence comes from recent static acoustic monitoring (SAM) and passive acoustic monitoring (PAM). However, most information on this species has been derived from stranding records, which provide opportunistic insights into this elusive species' cryptic life history. Here we report on the live stranding of a 1200 mm long neonate and an adult 5 m female Sowerby's beaked whale in July 2015 and on the stranding of a 4.9 m pregnant female in September 2020 with a 495 mm long male foetus in the south-west of Ireland. These stranding events provide an important insight into the reproductive life history of this species and provide further evidence that Sowerby's beaked whales calve in offshore Irish waters.

A study of 300 diamonds in the 2–4 mm size range revealed that X-ray transmission demonstrated a predictable relationship for detecting diamonds, with all diamonds being identified. In contrast, X-ray luminescence showed no consistent relationship between diamond characteristics and detection, and not all diamonds were identified using this method. When comparing the X-ray transmission response of diamonds to common gangue minerals found in dense media separation concentrates, X-ray transmission was found to incidentally detect small amounts of gangue particles. However, no such gangue detection occurred with X-ray luminescence, which responded only to diamonds. In pilot-scale tests, a belt-fed X-ray transmission sorter with a pressurized air ejection mechanism and a chute-fed X-ray luminescence sorter with a mechanical paddle ejection system were evaluated. The X-ray transmission sorter produced an average of 0.28 kg of concentrate per gram of diamonds separated, while the X-ray luminescence sorter generated 0.37 kg of concentrate per gram of diamonds separated. The X-ray transmission sorter achieved 99% diamond recovery, whereas the X-ray luminescence sorter achieved 91% diamond recovery. The higher concentrate mass obtained from the X-ray luminescence sorter is attributed to the ineffectiveness of the mechanical paddles, despite the superior contrast between gangue and diamonds in detection.

Project Linking Learning (“Link”) was created to target the needs of gifted students in urban school districts with historically underserved populations. Project Linking Learning implemented a linking curriculum between in-class instruction and an afterschool enrichment program for selected students in second through fifth grade. Designed by Dr. Sandra Kaplan as a collaborative endeavor between the University of Southern California, Rossier School of Education, and the Los Angeles Unified School District (LAUSD), this scale-up grant (Jacob J. Javits Grant #5206A090045) targeted elementary schools in diverse, urban neighborhoods with consistently low rates of gifted referral, identification, and program implementation. Intensive training and support was provided to Link teachers to allow them to effectively roll out this novel curriculum, including foundational training on differentiated instruction (e.g., prompts of depth and complexity, research skills, thinking skills, learning centers, independent study, etc.), as well as information on the characteristics of gifted learners and able underachievers from diverse backgrounds. Schools participating in Project Linking Learning experienced a significant increase in the rate of gifted identification over a four-year period of time. Key program concepts and alignment to educational schools of thought are described, as well as takeaways and recommendations for district adaptation and implementation.