Southern Methodist University

ABSTRACT The World Bank's Doing Business (DB) project had measured the regulatory burden facing private businesses around the world since 2004. After the cancellation of the DB project in 2021, the World Bank announced that they would be creating a new project called Business Ready (B‐READY) to replace the DB project. The purpose of this study is to compare and contrast the two sets of data. Our preliminary conclusion is that while B‐READY is likely to be a valuable dataset, it is not going to be a seamless replacement for DB.

Purpose This study aims to explore how middle-grade girls from predominantly underrepresented and underserved racially and ethnically minoritized (UUREM) backgrounds developed critical data literacy (CDL) through participation in a week-long residential science, technology, engineering and mathematics (STEM) camp. Given the increasing importance of data science education in a data-driven world, this research examines how informal learning environments can support CDL development among youth from historically marginalized groups. Design/methodology/approach The study draws on qualitative interview data from 11 participants and their group-produced artifacts to investigate how the camp experience supported engagement with data and the development of CDL. Interviews explored participants’ experiences with data collection, organization, analysis and interpretation within the context of real-world, community-relevant topics. Findings The findings demonstrate that participants engaged with data by collecting, organizing and analyzing information relevant to authentic problems. Meaning-making was facilitated through social interactions with peers and mentors, enabling participants to collaboratively interpret and critique data. Girls demonstrated critical examination of data by questioning sources, identifying limitations and considering potential biases. Through presentations, participants applied and communicated their findings, connecting data analyses to community-relevant concerns. Reflection and iteration emerged as participants reconsidered their approaches and interpretations over time. Originality/value This study contributes to research on informal learning, equity in STEM and data literacy by illustrating how informal STEM programs can intentionally foster CDL among UUREM girls. The findings highlight the role of collaborative meaning-making, critical reflection and community relevance in supporting youth to engage with data as a tool for understanding and addressing societal challenges.

Lithium-carbon dioxide batteries hold great promise for high-energy-density storage applications. However, advancing this technology as a sustainable alternative to Li-ion systems requires a deeper understanding of the underlying reaction mechanisms, which remain elusive. A key challenge stems from the added complexity introduced by the presence of oxygen in CO2 environment. In this study, we employ a stable Cu3(VBi)0.5Se4 mid-entropy catalyst and conduct comprehensive investigation to uncover the underlying reaction mechanisms in Li-CO2 batteries under varying CO2/O2 ratios. Under pure CO2 conditions, the battery shows extended rechargeability, sustaining up to 1200 cycles at a current density of 0.2 mA/cm2 and capacity of 0.1 mAh/cm2. However, at high current densities, the discharge potential drops significantly (below 2.0 V), primarily due to sluggish reaction kinetics caused by solid carbon formation. Interestingly, introducing O2 mitigates this limitation, leading to a 58% increase of the discharge potential (from 1.7 V to 2.7 V) at the current density of 0.8 mA/cm2, signifying a substantial boost in energy output. Our results reveal that the reactions follow distinct pathways, shifting from surface- to solution-based mechanism, and even exhibit coexistence of both mechanisms, depending on the CO2/O2 ratio. These findings offer useful insights for designing sustainable Li-gas batteries utilizing CO2 and O2 mixtures.

Scholars of inequality generally find that lower-class individuals are more skeptical of meritocratic narratives that link economic success to individual work effort. However, past research has yielded inconclusive findings about how economic inequality affects meritocratic attitudes across different class groups. Theories of activated class conflict suggest that class matters more in high-inequality contexts, while theories of relative power suggest that these class-based differences are smaller in more unequal contexts. We argue that past studies have been unable to effectively adjudicate between these theories because they conflate the between- and within-country relationships between inequality and meritocratic attitudes, assume that the impacts of rising and falling inequality are symmetrical, and tend to focus on rich democracies thus limiting important cross-national and temporal variation in income inequality. Using multiple waves of the World Values Survey and multilevel regression models, we build on this prior research empirically by (1) disentangling the cross-country and asymmetrical temporal components of the inequality-meritocracy relationship, and (2) employing a broader sample of developing and rich countries to leverage more variation in country-level income inequality. We find that class-based cleavages in meritocratic attitudes are smaller in countries with higher average levels of inequality. Further, while declining inequality is associated with increased meritocratic beliefs across class lines, we find no evidence that rising inequality suppresses these beliefs. Our results demonstrate how contrasting theoretical frameworks can explain different components of the inequality-meritocracy relationship (i.e., cross-sectional and asymmetrical temporal components). We conclude by discussing the challenges our findings pose for partisans of egalitarian politics.

ABSTRACT The development of high‐performance composite materials with superior mechanical properties is vital for advanced structural applications, where both strength‐to‐weight ratio and mechanical reliability are critically important. Incorporating nanoscale reinforcements into polymer matrices presents a promising strategy to overcome the inherent limitations of conventional fiber‐reinforced composites by enabling tailored mechanical responses at the micro‐ and nanoscale levels. In this context, this paper studies the influence of dual nanopowder reinforcement on the tensile properties of glass fiber‐reinforced epoxy (GFRE) composites. Two types of nanopowders, halloysite nanotubes (HNTs) and carbon nanopowders (CNPs), were incorporated as nanofillers at a total concentration of 2% weight percentages (wt), with varying ratios. The combination of these nanofillers was employed to take advantage of their complementary effects, allowing the hybrid system to enhance load transfer, improve toughness, and optimize overall tensile performance compared to single nanofiller composites. Specimens were fabricated using the hand lay‐up technique. The mechanical properties evaluated included ultimate tensile strength (), failure strain (), tensile modulus (E), and modulus of toughness (). Also, statistical analysis based on Weibull distribution was conducted to assess the reliability and variability of the tensile performance. A complex proportional assessment (COPRAS) method was employed to determine the optimal configuration. The findings exposed a significant synergistic effect arising from the hybrid nanofillers system, resulting in notable enhancements in tensile properties compared to composites reinforced with individual nanofillers. The COPRAS results further indicated that the H1.75‐C0.25 combination exhibited the best tensile performance.

Rivers play a central role in shaping the Earth's surface and ecosystems through physical, chemical, and biological interactions. The intensity and locations of these interactions change as rivers continuously migrate across the landscape. In recent decades, human activity and climate change have altered river hydrology and sediment fluxes, leading to changes in river position, or migration. However, a comprehensive perspective on and understanding of these recent changes in the rate of river position shifts is lacking. To address this knowledge gap, we created a continuous global dataset of yearly river positions and migration rates over the past four decades and analyzed trends. The global annual river positions were detected using Landsat-derived surface water datasets and processed in Google Earth Engine, a cloud-based parallel computation platform. The resulting river extents and centerlines reflect the yearly permanent position, corresponding to the rivers’ location during base flow. This approach improves the representation of position changes derived from geomorphological rather than hydrological processes. To robustly analyze river position changes across different patterns and complexities and at large scales, we developed and applied a global reach-based quantification method.Results show that while alluvial rivers maintain stable positions in certain regions, others exhibit trends in the rates of position change. For instance, the Amazon Basin, which has experienced significant deforestation and hydrological modifications, has shown increased rates of river position change in recent decades, directly modifying active floodplains. In this presentation, we will discuss the advantages, limitations, and applications of the global yearly river position dataset, offer insights into the changing rates of river position, and highlight current and future impacts on one of Earth’s most vulnerable hydrologic systems.

The rapid growth of esports has led to increasing participation among middle and late adolescents, raising the need for theoretically grounded and psychometrically sound instruments to assess adolescents’ orientation toward esports. The purpose of this study is to develop and validate the Esports Orientation Tendency Scale (ESOTS), a multidimensional instrument designed to assess adolescents’ orientation toward esports as a technology-mediated leisure tendency. Following established scale development guidelines, an eight-step procedure was employed, including theoretical framework development, item pool generation, expert review, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), reliability assessment, and the evaluation of criterion-related and nomological validity. Data were collected from three independent adolescent samples (N = 829): Sample 1 (n = 300) was used for EFA, Sample 2 (n = 400) for CFA, and Sample 3 (n = 129) for nomological validity testing and supplementary structural (path) modeling and analyzed using EFA, CFA, and structural modeling techniques. The final version of the ESOTS consists of 55 items across six dimensions: Digital Gaming Passion, Leisure Time Utilization, Ease of Access to Esports, Financial Gain, Absence of Demographic Barriers, and Popularity. Results supported the six-factor structure and demonstrated satisfactory model fit, strong internal consistency, and adequate convergent and discriminant validity. Nomological validity analyses indicated that esports orientation is strongly associated with technology acceptance constructs and gaming disorder symptoms, while remaining unrelated to general psychological well-being and academic performance. Overall, the findings indicate that the ESOTS is a reliable and valid instrument for assessing adolescents’ orientation toward esports. The scale provides a nuanced framework for examining esports engagement as a multidimensional orientation and may be useful for research and applied settings aiming to better understand patterns of esports participation and potential risk-related outcomes under specific conditions.

Abstract Math walks are informal, place‑based activities in which learners go on walks and notice and wonder about how mathematics appears in the world, including at community centers, museums, and after‑school clubs. Engaging families and learners in math walks can be beneficial, as math walks connect mathematics to the real world and familiar places. Our approach draws on theories of place‑based learning, interest development, and mathematical problem‑posing and is a partnership of a local university with a non‑profit entity. Research and evaluation results are presented, highlighting the most recent development of the MathFinder mobile app.