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Scarcity appeals in marketing have long captured the attention of scholars and practitioners, yet we know little about their effectiveness across different cultures. Drawing on cultural differences (i.e., self-concept, need for uniqueness, and susceptibility to normative influence), the authors investigate the impact of culture on the effectiveness of (demand- vs. supply-based) scarcity appeals. The authors also study the impact of product visibility while considering the moderating effect of culture on the effectiveness of scarcity appeals (demand- vs. supply-based). To do so, the authors conducted experimental research with participants from Pakistan and France. The authors find that (1) demand-based scarcity appeals were more effective than supply-based scarcity appeals in Eastern cultures, whereas the reverse was found in Western cultures; (2) such moderating role of culture was stronger for high-visibility products than for low-visibility products; and (3) the respective prevalence of interdependent (vs. independent) self-construal and its subsequent impact on susceptibility to normative influence and need for uniqueness mediated the moderating role of culture. The authors conclude by discussing the key theoretical contributions and managerial implications of these findings and suggesting future research directions. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive quantitative inquiry was to determine the level of writing difficulties of grade 3 pupils of Clementa F. Royo Elementary School. It aimed to find out the effectiveness of the intervention and provide valuable insights into the writing challenges faced by third graders through the adaptation of the instrument of Crocker et al., 2020, contingencies of self-worth theory and measurement. It aimed to find out if there was a difference of the mean from the pre-test and post-test of the CATS (Copy, Alter, Transform, and Supply). This inquiry utilized descriptivequantitative method in which numerical and non-numerical responds was analyzed. The participant of this research were the 40 of grade 3 section orange and pineapple in Clementa F. Royo Elementary School. The data collection was though Likert Scale and survey questionnaire which compose of In-Depth Interview (IDI) and Focus Group Discussion (FGD). The result found out that there was a difference between the pre-test and post-test based on its overall mean. The statistical evidence, indicated by the mean of the pre-test was 2.37 with 0.18 standard deviation while the post-test was 3.90 with 0.32 standard deviation. The pre-test determine that the pupils having difficulties in writing while the post-test, after implementation of the CATS determines that the pupils are good in writing. The success of this program could serve as a model for similar educational interventions aiming to bolster academic skills among young learners. The results shows implementing CATS can improve in writing skills in elementary pupils with writing difficulties. [ABSTRACT FROM AUTHOR]

Background/objective: Emotional dysregulation is bidirectionally associated with sleep disturbances, with potentially critical implications for emotional reactivity, in patients with borderline personality disorder (BPD). This study evaluated subjective and objective sleep quality, emotional regulation, and emotional reactivity in 20 patients with BPD compared to 20 non-clinical individuals. Methods: Subjective and objective sleep quality was assessed using the Pittsburgh Sleep Quality Index and a 3-day actigraphic measurement. Emotional regulation was evaluated using the Difficulties in Emotion Regulation Scale and the Berkeley Expressivity Questionnaire. Furthermore, each participant underwent an emotional reactivity task selected from the International Affective Picture System. Results: Compared to control subjects, individuals with BPD reported poor subjective sleep quality and objective sleep continuity disturbances, with more sleep fragmentation and decreased sleep efficiency. Moreover, BPD patients showed emotional dysregulation and altered subjective reactivity to emotional stimuli, particularly positively valenced stimuli. Conclusion: These results suggest the importance of further clarifying the specific direction of sleep-dependent emotional modulation in individuals with BPD, with significant clinical implications for patients with co-occurring sleep disturbances. [ABSTRACT FROM AUTHOR]

Writing skills, crucial for various forms of expression, depend on effective planning and self‐regulation. Competent writers emphasise pre‐writing activities and self‐regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self‐Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12–21 sessions, occurring 3 days a week for 80–90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored. [ABSTRACT FROM AUTHOR]

We report a small study in which we explored the effects of manipulating narrative text on levels of comprehension for students with and without dyslexia. Using two pieces of standardised narrative text deemed to be of similar difficulty and length, we manipulated the texts such that we could present two texts to each participant, one in each condition. The first condition was text using standard inter‐word spacing; the second condition used increased inter‐word spacing. Scores on standardised comprehension questions were significantly improved for participants with dyslexia. Additionally, given that there is evidence of delayed visual attention disengagement in individuals with specific forms of dyslexia, we hypothesised that the phenomena of migration of letters and words for some readers might be mitigated by increasing inter‐word spacing. We did indeed find that incidence of migration was significantly reduced in this condition for all participants. [ABSTRACT FROM AUTHOR]

Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (n = 28) and without (n = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher‐rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher‐rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education. [ABSTRACT FROM AUTHOR]

Women are increasingly moving into leadership roles, but minimal research addresses how adverse leadership experiences can lead to distress. Employing participant observation in workshops for senior women psychologists, the article describes experiences women leaders face in the workplace and strategies they use to work through these distressing experiences. Findings from participant observation qualitative research (N = 8) indicate leaders experienced a plethora of poor management behaviors, including gaslighting, belittling, and undermining. Women attempted to defend themselves politically but ultimately succumbed to leaving their positions, experiencing low self-confidence and self-blame. For these women leaders, we propose that the context of women's visibility in leadership roles, combined with exposure to negative workplace experience, led to perceptions of both public humiliation and threats to their livelihood, reputation, and character, which amplified their experience of traumatization. We provide recommendations for clinicians, policy makers, and researchers to further understand these challenges, address these issues, and facilitate women leaders' success. [ABSTRACT FROM AUTHOR]

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda. [ABSTRACT FROM AUTHOR]

This study's focus is to determine refugee teachers' views regarding their ability to work as teachers in Germany, their initiatives, and the challenges they face. In this context, the study was conducted based on qualitative research methodology. In order to collect data a total of 265 teachers residing in the 16 states of Germany were reached. Upon examining the results, it is observed that the majority of participants express a desire to work as teachers in Germany, while only a few have actually obtained the opportunity to work as teachers in Germany. More than half of the participants who are currently working as teachers reside in the North Rhine-Westphalia state. When analyzing the results, it becomes evident that a significant portion of the participants are strongly inclined to pursue a teaching career in Germany. However, the data reveals that the actual attainment of employment as teacher in Germany remains relatively low among the respondents. Furthermore, it is noteworthy that a majority of the teachers currently employed in the profession are concentrated in the North Rhine-Westphalia state. [ABSTRACT FROM AUTHOR]

The study investigates temporal aspects of home care in Sweden, as experienced and interpreted by older care users. Data consists of 34 interviews with 36 care users and 15 participant observations during home visits by care staff. By focusing on care users' recalibration of time and events, the analysis identifies a form of interpreted experience – here termed 'home care time' – that comprises two governing sublogics – care users' understanding of themselves as part of the home care organisation, and care users' empathetic understanding for care staff – where each sublogic evolved from several approaches where care users expressed time empathy, tried to increase time efficiency, or adapted to other care users. Some care users described attempts to take control and influence temporal aspects. Such attempts resulted in adjustments to services at the individual care user's request, but they were also associated with the risk of conflict between care users and care workers. The study addresses the gap in the literature, which mostly studies and theorises care from a care provider perspective. The logic of home care time identified in the study can explain why older people may say they are satisfied with services though poorly performed due to time shortages. This explanation is a corrective to stereotypes that portray older care users as docile and grateful. [ABSTRACT FROM AUTHOR]

The importance of physical educators obtaining a discipline-specific appearance as role models is documented in the literature. Previous research has examined the influence of physical education teachers' body fatness, (dis)ability, and age on pupils' learning and perceptions of the teachers. To expand the research line, this study focused on teachers' formal/informal appearance and their sex. Four 20-minute videos consisting of female informal appearance (FIA), female formal appearance (FFA), male informal appearance (MIA), and male formal appearance (MFA) were created to collect data from 533 high school pupils. A content examination and a perception questionnaire were used to measure cognitive performance and perceptions of the teachers. Factorial analysis of variance (ANOVA) was conducted to identify any significant main effects or interaction effects on the tchoukball examination, two content areas (i.e. techniques and strategies), and perceptions of three teacher characteristics (i.e. likability, competence, and appropriateness as a role model). Findings revealed significant main effects for teacher appearance on the overall examination and both content areas. Participants who watched the informal appearance videos scored significantly higher than those who watched the formal appearance videos. Furthermore, there was an interaction effect on the strategy portion of the examination. Participants who watched the MIA video scored the highest, followed by those who watched the FIA, FFA, and MFA videos. Factorial ANOVA found no significant main effect or interaction effect on the three teacher characteristics. One key conclusion indicates that the formal/informal appearance is far more open to interpretation than the (dis)ability and age aspects. [ABSTRACT FROM AUTHOR]

Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating in the Daily Mile at MVPA intensity, using a theory of planned behaviour framework. Twenty-five children (mean age = 10.07 ± 0.60 years) from the Northwest of England were recruited to the study; 52% were female and 88% were White. Participants completed a questionnaire, with an open-ended response format, probing behavioural, control, and normative beliefs for participation in the Daily Mile at MVPA intensity. Template analysis was conducted independently by two researchers to identify main themes and subthemes. Findings showed that children possessed a range of behavioural, control, and normative beliefs about MVPA participation during the Daily Mile. Prominent behavioural beliefs included fitness enhancement, implications for concentration and learning, positive affective states, and pain and discomfort. Key control beliefs included weather, space and health restrictions, and distractions from peers. Finally, peers and parents were salient normative beliefs. Children possessed a range of modal beliefs in relation to MVPA participation during the Daily Mile. Implications of the findings, and methods for practitioners seeking to maximise the contribution of the Daily Mile to children's daily MVPA targets are discussed. [ABSTRACT FROM AUTHOR]

This article highlights social work practices for children with cleft lip and palate (CLP) and their families in a hospital. Embodiment is the main theoretical perspective used to analyse complex encounters between clients (children with CLP and their parents) and social workers in concrete interactive situations. It allows us to symmetrically reflect on how encounters between the bodies of clients, the social worker and medical professionals co-construct and redefine the social worker's identities. Three body-related identities emerge and coexist as the practice proceeds: a normal person with a normal life, a learner without embodied knowledge of a particular illness and a professional with both medical and social work authorities. These three dimensions show how mutual embodiment in contextualised interactions affects the social worker-client relationship. About implications for social work practice, we draw attention to the situated identities of social worker in a specific context, and explain how embodiment serves as a critical tool to improve our understanding of practitioners' dynamic identities through embodied reflexivity. [ABSTRACT FROM AUTHOR]

As the balance of forces in Brazil shifted toward conservatism in the 2010s, regional agricultural elites and Jair Bolsonaro formed a political-economic movement. This article analyses the constitution and consolidation of this movement, here called agri-bolsonarism, considering its connections with national agricultural associations and transnational agribusiness corporations and its relations with agrarian and climate politics. The research is based on participant observation in business associations, corporate and state archives and interviews with private and political leaders. [ABSTRACT FROM AUTHOR]

Illness trajectories are particularly characterised by the temporal dimension of human existence. In the area of low back pain, patients often have challenging temporal experiences such as unproductive waiting time and fragmented, repetitive consultations over many years. This study seeks to investigate relationships between digital technologies, temporal agency, and illness, through describing how users experienced a new digital solution, BackTrace, targeting patients with low back pain. The study builds on six months of ethnographic fieldwork, including semi-structured interviews, participant observation and a workshop. The study shows how the introduction of the digital solution could facilitate new possibilities of temporal actions for individuals living with and receiving care for low back pain. For many research participants, the use of BackTrace facilitated a useful visualisation of their past and present low back pain state; BackTrace could assist participants in navigating different external temporal demands; and it allocated time devoted to managing their back pain in everyday life and in consultations with health professionals. The study discusses how temporality can be a useful analytical entrance point to operationalise and explore the often-desired goal of empowerment in patient pathways. [ABSTRACT FROM AUTHOR]

Various forms of participatory action research (PAR) have in the past decades gained prominence in practice-oriented scholarship in pursuit of human liberatory causes. But this strand of research remains much less visible in the mainstream publications of nonprofit research. This article discusses PAR in relation to its concept, philosophy, methods, processes, validity and ethics. Then, it assesses its application in nonprofit settings, using examples from the authors' experiences and the literature. The article then considers the prospects of using PAR in nonprofit research and makes a few suggestions for nonprofit practitioners and researchers interested in this approach. [ABSTRACT FROM AUTHOR]

Repeated viewing of the same video is a common strategy among autonomous language learners as well as a much used pedagogical strategy among foreign language (FL) teachers. Learners may watch the same video more than once, to increase global comprehension of the target language or to focus their attention on linguistic aspects, such as new vocabulary or pronunciation. This study sought to examine to what extent repetition is more efficient for vocabulary learning if the second viewing follows the first immediately, or a week later. Participants were upper intermediate-level college learners who were distributed into three groups, one watched a TV series episode twice in the same session, one also watched the same episode twice but one week apart, and the last (control) group did not watch the video. Tests of word meaning recognition and word meaning recall were administered before and after viewing (pretest-immediate posttest-delayed posttest). The pretest and posttests contained 23 target items and 17 distracters (single words and multi-word expressions). In addition, the study explored the influence of two learner factors, each related to one of two verbal input channels: sound recognition for the audio and reading efficacy (reading speed and comprehension) for the onscreen text. The results indicated significant vocabulary learning from viewing and slightly higher benefits for the spaced repetition group at immediate posttest. The results also showed a significant influence of previous target vocabulary knowledge and of aptitude, as measured by the LLAMA D test, but not of reading efficacy. [ABSTRACT FROM AUTHOR]

This article reports on a study that examined the relationship between language learners' L2 grit and language mindsets and their attitudes toward CALL. The participants of the study were 625 EFL learners (male = 165, 26.4%; female = 460, 73.6%) with the mean age of 24.4 years (SD = 1.74). They were asked to respond to questionnaires on language mindsets, L2 grit, and attitudes toward CALL. The data were analyzed through regression and structural equation modeling (SEM). The results indicated that fixed mindsets predicted the effectiveness of CALL negatively and exhibition to CALL positively, whereas growth mindsets positively predicted the effectiveness of CALL. The results also indicated that persistence of effort positively predicted surplus value of CALL and teacher's influence on CALL, and consistency of interest predicted degree of exhibition to CALL. [ABSTRACT FROM AUTHOR]

The focus of this article is Ireland. Activism has been crucial in exposing historical institutional abuse in different institutions, organisations and contexts. Inquiries set up to investigate abuse have recommended memorials as an element of redress. This article explores what types of memorialisation survivors regard as appropriate, and why. Two responses are considered: (1) state and (2) 'bottom-up' unofficial. The article highlights that survivors are rarely active participants in co-creating and implementing state responses. The concept of 'authorised heritage discourse' (AHD) is used to shed light on whose knowledge is prioritised, who are deemed the experts and who decides what heritage is. The article contributes to this theorisation by proposing a new concept, 'activist heritage', and examines its potential to create spaces and unlock transformative dynamics that empower survivors. Then, using Justice for Magdalene Research's (JFMR) virtual memorial museum as a case study of 'activist heritage', the article shows that in the absence of state or national forms of recognition, JFMR provides a corrective to AHD. It acts as a counter-narrative in the struggle over memory to state and church 'forgetting', ignoring and minimising institutional abuse. The role, benefits and outcomes for survivors of such 'bottom-up' memorialisation is assessed. [ABSTRACT FROM AUTHOR]

This article contributes to the emerging literature on decolonial research capacity-sharing (the process of strengthening individual/organisational capacity to shape research agendas, assess, design, produce, disseminate, and apply evidence). It provides a discussion of a participatory research capacity-sharing initiative led by Joint Learning Initiative on Faith and Local Communities (JLI), which was aimed at practitioners, activists, and researchers, with valuable experience as professionals and activists but little to no prior research experience, from various parts of Africa, Asia, Europe, and the Middle East. While existing literature (including publications on decolonial research capacity-sharing) often assumes that research capacity-sharing is led by and aimed at academics, our article reflects on the question of how decolonial research capacity-sharing can be implemented in interventions led by and aimed at non-academics. It therefore makes an important contribution to existing literature on research capacity-sharing, pointing to the important role practitioners, activists, and community members can play, especially in interventions informed by decolonial principles. [ABSTRACT FROM AUTHOR]

Peer mentoring programs have been shown to assist students with their college transition, and this study sought to understand the effects of peer mentorship participation of students in a STEM major. Using a semistructured interview method, six participants of a student-run, volunteer, peer mentorship program within the [Undergraduate STEM Program (USP)] provided participant feedback in one-on-one interviews. Using the constant comparison method, program outcome categories were identified based on participant responses. Participants were positive about the program and its benefits, including personal growth, development of a sense of responsibility for others, and learning from those who had gone through the program previously. However, issues with consistent engagement were identified that may be addressed through modifications to program structure and clarification of role expectations. Recommendations are included to address participant concerns. [ABSTRACT FROM AUTHOR]

The existing research on the prevalence and impact of boredom in prison is extensive. The passing of time and its unique meaning in a prison context has been documented. Missing from the research is an analysis of the ways in which "warehouse" prisons do not prioritize meaningful activity, even when there is agreement between correctional staff and incarcerated individuals about the negative impacts of idle time in prison. Based upon research in a Vermont men's prison, we use data involving incarcerated individuals and correctional staff, including focus groups and interviews, surveys, and qualitative feedback on the meaning of the survey results. Synthesizing these various data forms, this article focuses on the relationship between incarcerated persons' perceptions of how they are able to spend their time in the facility, how prepared they feel for release, lack of opportunities to earn money, and the impacts on their wellbeing. "Warehousing," as it is known in prison terms, contributes to the sense of hopelessness that incarcerated people feel, and acknowledgment by staff that the prison function is incapacitation. As this project is aimed at improving prison climate, addressing idle time in prison emerged as a high priority. [ABSTRACT FROM AUTHOR]

Foregrounding the voices of young women in a deprived coastal context in the UK, this paper explores the intersection of place, class, gender and marginalisation. Drawing upon participatory qualitative research, the paper focuses on the following key themes: (1) how young women navigate perceptions of 'risk' through the everyday realities of the locale, (2) experiences of sexual violence and abuse (3) and finally, how normative depictions of 'risky behaviour' correspond to the accounts of women's (sexual) agency. By rooting the analysis of place-based inequalities through a gendered lens, the findings help illuminate the complex relationship between structural context and the regulation of gender and sexuality. The paper also draws attention to the structural factors that reproduce class-based stigma for people who are deemed 'at risk' in places that are characterised as 'left behind'. In doing so, the paper provides alternative agendas for policy and practice that aim to support young women who experience place-based marginalisation. [ABSTRACT FROM AUTHOR]

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This article explores the use of learning walks with children as a participatory research method to make sense of school experiences through prompts from the environment. The method was utilized as a tool to build relationships with the research participants and provide insight into their experiences of school. Seven children learning English as an additional language (EAL) participated in three learning walks and debriefing activities. Key concepts from Laura Lundy's participation model (2007, 'Voice' is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child, British educational research journal, 33 (6), 927–942. doi: ) were utilized to elicit and amplify children's voices. The learning walks offered space and time for dialogue outside of the classroom and pedagogic structure, an audience that informed the research and influence communicated back to teachers. Children's experiences of school included accounts of language, belonging and relationships with peers and adults. Offering children the tools and conditions to explore and share their experiences leads to empowerment and a sense of being 'seen' within school contexts. [ABSTRACT FROM AUTHOR]

This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction. [ABSTRACT FROM AUTHOR]

There is an increasing focus on collecting more diverse demographic data from research participants but standard methodological approaches still hinder such efforts. This paper addresses the need for methodological improvements by advocating for the inclusion of self-written diversity statements in demographic surveys as a form of epistemic justice. Using examples from a large qualitative research study, I demonstrate the depth and richness of data that can be obtained through self-written diversity statements. In particular, I highlight the benefits of combining open-ended demographic questions and self-written diversity statements into holistic introductory stories to help capture the complexity of participants' intersectional identities. Therefore, I argue that using such an approach gives participants the agency to choose how they are represented in research. [ABSTRACT FROM AUTHOR]

This article explores the insights of photo-elicitation interviews as a methodological genre for understanding how people construct narratives of a memorial associated with colonialism. We argue that the interaction with photographs made the research participants feel more comfortable and at ease sharing their perspectives on the Savorgnan de Brazza Memorial, and the most salient benefit of the method derived from how people express their feelings and emotions. As our empirical data show, using photographs allows to capture people's deep resentment against the Memorial and how they protest the contrast between the lavish Memorial on the hand, and the derelict statues honouring local historical figures on the other hand. Unlike words-only interviews, the photo-elicitation interviews offered the opportunity for the participants to visually explore the aesthetic, the magnitude and the footprint of the Memorial and to compare it to similar artefacts in the city of Brazzaville. Such contrast, and the emotions that they triggered, would not have been possible to capture if the participants were not exposed to the photographs. [ABSTRACT FROM AUTHOR]

This study aims to identify the conceptualisation of overall well-being used for well-being assessment through a review of the characteristics and key components and/or dimensions of well-being scales as presented in current literature. Scopus and Web of Science were searched, and thematic analysis was conducted inductively to analyse the identified components within scales, as well as the types of well-being these scales measure. 107 peer-reviewed articles from 2003 to 2022 were included, and 69 well-being scales were identified covering nine areas of well-being. Four final themes were identified as the foundational dimensions of overall well-being: hedonic; eudaimonic; physical health; and generic happiness. Notably, these 69 scales are mainly validated and adopted in the Western context. '4 + N' frameworks of overall well-being are recommended for assessing overall well-being. This review provides researchers with a synthesis of what types of well-being have been measured and which measures have been used to assess these types of well-being for which research participants. Non-Western-based well-being research is called for that incorporates a broader range of research participants and cultural contexts in contributing to a more inclusive understanding of well-being. [ABSTRACT FROM AUTHOR]

Background: The transition period from adolescence to early adulthood is critical for developing new nutritional behaviors, making higher education students an important target group for public health nutrition interventions. Given the complexity of nutrition-related behaviors and their various determinants, involving the student population (the future beneficiaries of interventions) and the partners engaged in their implementation when designing campus nutrition interventions is essential. Citizens' assemblies are deliberative processes which are more and more frequently organized to co-create solutions to complex problems. This study aims 1) to design and implement a student citizens' assembly using participatory research methods, 2) to describe its process and evaluate its transferability, 3) to evaluate changes in dietary habits, knowledge and citizen practices among students participating in this assembly. Methods: This study will take place at a French university (University Sorbonne Paris Nord, USPN) located in socio-economically disadvantaged suburbs of Paris. The student citizens' assembly will gather a mini-public of 30 students enrolled at the time of the study and a co-creation team of academic and non-academic partners involved in student life, nutrition, physical activity, or public policies. The aim of the assembly is to co-create a set of concrete proposals that would enhance USPN students' access to sustainable diets and physical activity. The protocol is based on a continuous process evaluation and a pre-post design among the mini-public. A mixed-method framework combining quantitative and qualitative approaches will be developed. This study will make use of (i) field observations of the intervention process and transferability, (ii) data collected by questionnaires on pre- and post- dietary habits, knowledge and citizen practices of the mini-public, and (iii) pre-post interviews with a subsample of the same mini-public. Discussion: Relying on participatory research methods, this study will provide new insights into involving higher education students and diverse partners in co-creating campus nutrition interventions. Through the collaborative work of researchers, higher education students, university representatives, public institutions, and local and community actors, this study will provide evidence-based guidance for designing innovative and contextually-relevant nutrition interventions in the higher education setting. Trial registration: This research was registered at the ClinicalTrial.gov (NCT06580795; registration date: 2024–08-30; https://www.clinicaltrials.gov/study/NCT06580795). [ABSTRACT FROM AUTHOR]

This study aims to determine the bioequivalence of the reference preparation and the test preparation containing eltrombopag when both were given during the COVID-19 pandemic while fasting. Participants in the research were healthy male Caucasian subjects. One film-coated tablet of the test preparation or one film tablet of the reference preparation, equivalent to 75 mg of eltrombopag, was given to the participants in a randomized order throughout each treatment session. At pre determined blood sampling points, blood samples were taken to determine the pharmacokinetics of eltrombopag. Eltrombopag concentrations in the samples were determined using an LC-MS/MS technique verified using ESI(−). The study results were used to calculate the rate (the maximum plasma concentration, or Cmax) and extent (area under the concentration-time curve of plasma, or AUC(0−72) and AUC(0−t) of eltrombopag absorption from the test preparation and reference preparation. The 90% confidence intervals (CI) of the ln-transformed AUC(0−72), AUC(0−t), and Cmax of eltrombopag met the bioequivalence requirements of 80.00–125.00%. Both trial preparations had a similar and very satisfactory safety profile. Key points: • Bioequivalence of eltrombopag film-coated tablets • Safety evaluation of eltrombopag film-coated tablets [ABSTRACT FROM AUTHOR]

Reflexively drawing on my experiences as a young researcher conducting collaborative research with young people from migrant backgrounds in rural Australia, this paper brings a critical lens to participatory or co-designed research processes with youth. Drawing on learnings from three relationships with young people involved, I explore some of the ethical complexities of participatory processes with young people, the nature of voice and listening, trust and reciprocity, and knowledge co-production. I argue that paradigms of youth participation and co-design should involve more than sharing projects. They should also involve sharing processes of co-imagining and co-creating accessible, ethical, enjoyable, and realistic forms of participation with young people—which vary across communities, places, and over time. Further, I explore what might be possible, in these processes, if we move beyond "word-centric" approaches to knowledge, "voice", and connection, and learn to listen with our whole selves. What new insights might emerge when we recognise participatory processes and voice itself as co-created, co-creative, and mutually transformative? [ABSTRACT FROM AUTHOR]

Recent trials have shown promising results for the use of psychedelic-assisted therapies in treating severe refractory psychiatric illnesses, and there has been growing interest in examining the effectiveness of these therapies in treating eating disorders. To move forward in a safe, ethically sound, and scientifically rigorous manner, the field must address critical considerations. In this Comment article, we outline important risks and ethical considerations, along with methodological aspects that require careful consideration in the design of psychedelic-assisted therapy trials. We conclude by providing provisional guidelines for clinical research trials to help shape the future of this work, with the aim of investigating and employing the use of psychedelics for treating eating disorders in a manner that protects clients and research participants while maximizing methodological rigour. [ABSTRACT FROM AUTHOR]

Undignified care of women during labor has been associated with increased preventable maternal morbidity and mortality. The purpose of this study was to explore midwives' perspectives on undignified care of women in a midwife's obstetric unit within a rural community healthcare center in South Africa. Using ethnographic methods, seven midwives were recruited to participate in individual interviews and participant observations were conducted in the unit. Three main themes describing undignified care were identified based on an inductive analysis of observations and interview data. These included a lack of respect for women's bodily autonomy during labor, structural challenges in the provision of quality maternity care, and the lack of confidential care for women in labor and delivery. The study findings show that obstetric violence remains a serious crisis in the well-being of women during childbirth. Policy development by stakeholders in maternity care, including operational healthcare practitioners, should prioritize training, monitoring, and peer support on dignified care and curbing disrespect and abuse of women during childbirth, which seemed to be deeply rooted in the routine unorthodox treatment of childbirth. [ABSTRACT FROM AUTHOR]

Objectives: Analyse reported processes of co-design and co-production in the context of health and social care to explore the underlying mechanisms that enable inclusive and reciprocal engagement. Search strategy: Peer review research was obtained from a prior scoping review searching eight databases consisting of all methodologies relevant to co-design or co-production in the context of health and social care services and involving service-users. Methods of selection: Articles were included for synthesis if they reported a process of dialogue, with mutuality, insight and clarification in their engagement process. Ninety-three peer-review articles informed our programme theory development. Analysis: Data relating to co-design and co-production processes were extracted and analysed through inductive, abductive, and deductive analysis leading to the development of an initial programme theory. Main results: This realist synthesis finds that co-design and co-production can occur at different times, in part or all of the research and participatory process. There is an over reliance on the term 'co-design' or 'co-production' to convey complex engagement or participatory processes. We identified six mechanisms (intention, assets, dialogue, documentation, interpretation and understanding). Interaction between these six identified mechanisms in context, even if only brief, is important for supporting meaningful engagement, alignment and agreement within a co-design or co-production process. Implications for practice: The initial programme theory presented in this article provides clarity by identifying essential mechanisms which can guide the design and implementation of a range of participatory approaches. Rather than relying on a single label to convey complex participatory methods or processes, the values and principles of co-design or co-production, in combination with this programme theory, could be applied to guide implementation and reporting of specific activities within a range of research or participatory methods. Patient and public contribution: The initial programme theory was presented and piloted in a series of collaborative workshops between May 2023 and March 2024 with patient and public contributors, health professionals and researchers. This engagement process is currently underway to refine the programme theory and it is anticipated that this next phase will be completed in September 2024. Plain English summary: The aim of this review was to understand what needs to happen for meaningful engagement to take place by exploring how co-design and co-production in health and social care has been reported in published research. Ninety-three research articles were selected as these reported engagement processes with exchanges of mutual insight. Articles which only stated that engagement took place, without reporting details, were excluded. Any information relating to co-design and co-production processes were then extracted and analysed. The findings from this review were that co-design and co-production can occur at different times, in part or all of the research and engagement process. We identified that interaction between six key elements (intention, assets, dialogue, documentation, interpretation and understanding) in context, even if only brief, are important for meaningful engagement to occur within a co-design or co-production process. We also found that there is an over reliance on the term 'co-design' or 'co-production' to convey complex processes for engagement. Rather than relying on a single word to convey such complex methods or processes, the values and principles of co-design or co-production, in combination with the key elements identified, could be applied to guide implementation, and reporting of specific activities within a range of research methods. [ABSTRACT FROM AUTHOR]

Background: Wild edible plants hold a significant position in the lives of local residents, serving as a primary food source or supplement. Laifeng County, located in the hinterland of the central mountainous area of China, boasts abundant wild edible plant resources. The Tujia people, residing here for generations, have accumulated a wealth of traditional knowledge in the long-term practice of utilizing wild edible plants. The aim of this study is to document and organize the traditional utilization of wild edible plants by the Tujia ethnic group in Laifeng. Methods: An ethnobotanical investigation, comprising semi-structured interviews, key informant interviews, and participatory observations, was conducted in 26 traditional villages in Laifeng County from May 2023 to June 2024. A total of 252 informants were interviewed, from whom information about wild edible plants, including edible parts, food categories, consumption modes, and multiple uses was collected. The relative frequency of citation (RFC) and the cultural food significance index (CFSI) were calculated to identify the cultural importance of wild edible plants. Results: A total of 163 species of wild edible plants consumed by the Tujia people in Laifeng, belonging to 64 families and 118 genera and related traditional knowledge were collected, including vegetables (78), fruits (52), wine-soaking plants (12), spices (11), food substitutes (9), tea substitutes (6), nuts (5), coagulants (2), and oil (1). The most frequently used families were Rosaceae, Asteraceae, and Poaceae, with 23, 10, and 10 species, respectively. The most commonly utilized plant parts were fruits, leaves, and stems. RFC and CFSI analyses identified 14 species of wild edible plants with high cultural importance in the local diet, such as Alliummacrostemon, Houttuyniacordata, and Hoveniaacerba. Conclusions: The Tujia ethnic group in Laifeng demonstrates extensive knowledge in their traditional usage of wild edible plants, offering unique and robust insights into the harvesting, processing, and consumption of these resources. Over time, this practice has become an integral part of the local food culture. These findings contribute to the preservation of the Tujia culture of wild edible plants in Laifeng and the conservation and development of wild edible plant resources. [ABSTRACT FROM AUTHOR]

Background: The World Health Organization Astana Declaration of 2018 sees primary healthcare as key to universal health coverage and gives further support to the goal of building sustainable models of community palliative care. Yet evaluating the benefits of such models continues to pose methodological and conceptual challenges. Objective: To explore evaluation issues associated with a community-based palliative care approach in Kerala, India. Design: An illuminative case study using a rapid evaluation methodology. Methodology: Qualitative interviews, documentary analysis and observations of home care and community organising. Results: We appraise a community palliative care programme in Kerala, India, using three linked 'canvases' of enquiry: (1) 'complex' multi-factorial community-based interventions and implications for evaluation; (2) 'axiological' orientations that foreground values in any evaluation process and (3) the status of evaluative evidence in postcolonial contexts. Three values underpinning the care process were significant: heterogeneity, voice and decentralisation. We identify 'objects of interest' related to first-, second- and third-order outcomes: (1) individuals and organisations; (2) unintended targets outside the core domain and (3) indirect, distal effects within and outside the domain. Conclusion: We show how evaluation of palliative care in complex community circumstances can be successfully accomplished when attending to the significance of community care values. Plain language summary: Where are the values in evaluating palliative care? Learning from community-based palliative care provision The evaluation of any intervention or service will inevitably involve a series of decisions on what we measure, what criteria we use to judge whether the intervention has been successful (or not), what type of data we actually collect and what methods we use to do this. When evaluating a range of palliative care interventions, we suggest that these decisions have often been taken in a concealed way and tend to favour relatively narrow quantitative measures linked to end outcomes. Our paper reports on the evaluation of a community-based palliative care intervention on Kerala, India. In it, we suggest that such complex work requires a broader approach to evaluation that: makes the values being used to assess success explicit; draws on a range of data types; is interested in delivery processes; and places the voices of participants at the heart of the assessment. The paper concludes with some broader observations on how these principles might be applied more widely within palliative care. [ABSTRACT FROM AUTHOR]

Lecturers have the main task in carrying out the Tri Dharma of Higher Education, namely Education, Research, and Community Service. Through research, they contribute to the development of useful new theories and discoveries in various fields. However, until 2023, only 10.6% of STAI Ihyaul Ulum lecturers are actively involved in research and community service programs. The method used for the implementation of this service is Participatory Research for Action (PAR). The main obstacle faced is the limitations in formulating problems and preparing proposals by standards. To overcome this, an intensive training and mentoring program was held using the Participatory Research Action (PAR) method for 10 permanent lecturers. The conclusion is that PAT increases the knowledge and understanding of participants, but further assistance is needed so that participants are more proficient in compiling credible research and critical literature reviews. Specifically, this activity succeeded in increasing the knowledge and understanding of participants, continuous assistance is needed to ensure that all participants have a deep and consistent understanding in compiling previous research, critical literature review, and credible research methods. [ABSTRACT FROM AUTHOR]

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In this paper we take inspiration from Levin's (2003) provocation "can universities ever become a greenhouse for education in action research?" His assertion that creating action research learning opportunities within universities is possible becomes particularly relevant in the context of a changing Higher Degree Research (HDR) landscape, notably in Australia. The increasing emphasis on industry-focused doctorates and the demand for post-doctoral career pathways beyond academia necessitates a deeper understanding of supporting engaged and impact-oriented research training. To address these challenges, we present a reflexive discussion centred around the HDR Participatory Action Research (PAR) Collaborative—a year-long peer-learning initiative designed to cultivate a community of practice on transdisciplinary participatory research among graduate researchers at the University of Technology Sydney. This was conducted as a participatory action research project, with a systems-thinking orientation. We articulate lessons learned around the blockers and enablers for training HDR candidates engaged in participatory research to tackle wicked problems and ways to enhance HDR researcher development in this area, including the prototyping of new peer learning and mentoring approaches. By aligning with Levin's emphasis on practical and useful knowledge, we highlight the importance of curriculum design for synchronous and asynchronous hybrid delivery, collective peer learning practices, and transdisciplinary orientations to research as crucial factors for success in action research programs within the academic context. By addressing the evolving needs of HDR training and research cultures, our study contributes to the ongoing dialogue on holistic and integrative research approaches and ways to support them within higher education. [ABSTRACT FROM AUTHOR]

This paper addresses epistemic violence in social science research, drawing on a multiyear study with marginalized teenagers in Old Havana, Cuba to articulate an onto-epistemological approach to knowledge production that can contribute to the decoloniality of knowledge production. Building on decolonial, feminist, Indigenous, and poststructuralist theories, the heuristic presented here contributes an alternative to conventional positivist understandings of knowledge, by defining knowledge as social, created, performed and resistant, and illustrates how these theoretical tenets can be made material in research practice, in this case through the use of arts-based methods. Responding to calls to decolonize knowledge within the field of children's geographies and adjacent disciplines, this paper addresses the attendant need to reconceptualize what counts as knowledge and identify methodological innovations to support the achievement of these changes. [ABSTRACT FROM AUTHOR]

This research explores the process of a Participatory Research (PR) project that brought together university researchers with museum practitioners to create reflective tools that can be used to better understand real practical challenges. This project followed Bourke's (2009) definition of PR, viewing the process as a collaborative endeavour between researchers and practitioners in all steps of the way including project planning, research design, data collection and analysis, and distribution and application of research findings. In this project, we ran three main workshops with small group meetings in between, which were audio and video recorded and subsequently transcribed. These were then analysed to capture the PR process using James and Shaw's (2023) Heuristic Framework as our analytical framework while using deductive and inductive techniques. Our analysis focused on understanding the dynamics between researchers and practitioners in this PR project in order to better understand how to conduct PR projects in this context. Our analysis offers a refined model that can be adapted and used with museum practitioners while identifying areas that need further attention in the process of PR. We included an important phase of reflection, and we offer recommendations for those who would like to take a PR approach in their research. [ABSTRACT FROM AUTHOR]

Video diaries are an innovative tool for ethnographic research, contributing to the quality of fieldwork and ethnographic data by giving additional attention to participant voices. Grounded in two fieldwork periods in secondary and higher education, this paper illustrates three key qualities through which video diaries contributed to ethnographic research: (1) Building trusting relationships with participants, (2) providing a space for participant autonomy, and (3) being a medium of self-explication and truth-telling. In video diaries, participants exercised free speech, providing a widely unmediated, personal perspective on their professional identity, roles, and relationships. This personal perspective allowed participants to contribute to trusting on their own terms, which mitigated face-work – especially when talking about conflicts and challenges – and provided additional entry points for conversations, enabling deep dialogue and understanding. Ultimately, the use of video diaries significantly strengthened the researcher-participant relationship and enriched the ethnographic data and the quality of interactions. [ABSTRACT FROM AUTHOR]