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Purpose: Integrating research into teaching at higher education institutions (HEIs) has become a current goal of Western countries due to the reliability of this approach in promoting lifelong student learning and improving the teaching quality in higher education. However, integrating research into teaching is not as easy as "pushing a button"; instead, it requires the positive perceptions of teachers and university culture under the 21st-century higher education (HE) paradigm. With regard to HE in non-Western countries, only a small amount of literature exists. Design/methodology/approach: The present study adopted a survey design to compare teachers' perceptions towards research-teaching nexus (RTN) among Pakistan and Ethiopian faculties. Findings: The current study demonstrated that HE should furnish academics with a research environment that stimulates the integration of research into teaching to empower students with knowledge that they can use in future professional careers. Research limitations/implications: Even though this study examines two nations with several HEIs, it is limited to universities that could be contacted, so future qualitative studies are needed in the HE systems of both countries to obtain a deeper and more comprehensive understanding of students' and teachers' actual RTN practice. Practical implications: Aiding teachers with an intensive professional development to which illuminate teachers with research, teaching and integrating skills and reform the curriculum, which empowers teachers and students. Originality/value: The study is conducted in Ethiopia and Pakistan public higher institutions.

Women's universities are common in South Asian countries, such as Pakistan, where females are at a disadvantage. These universities are agencies of freedom for female academics, as they provide a favorable environment that enhances the performance of and opens doors for egalitarianism and prosperity for women. Nevertheless, research productivity among female academics remains an ongoing issue due to many factors, including multiple family and work responsibilities. An exploratory case study was conducted at one of the women's universities in Pakistan to more closely explore this experience. In the current study, preference theory was used as a theoretical framework to explore female faculty's research productivity while simultaneously meeting their family/work responsibilities. The study provides robust and promising observations, which have implications for academia, policy-makers, and scholars.

Women's universities are common in South Asian countries, such as Pakistan, where females are at a disadvantage. These universities are agencies of freedom for female academics, as they provide a favorable environment that enhances the performance of and opens doors for egalitarianism and prosperity for women. Nevertheless, research productivity among female academics remains an ongoing issue due to many factors, including multiple family and work responsibilities. An exploratory case study was conducted at one of the women's universities in Pakistan to more closely explore this experience. In the current study, preference theory was used as a theoretical framework to explore female faculty's research productivity while simultaneously meeting their family/work responsibilities. The study provides robust and promising observations, which have implications for academia, policy-makers, and scholars., Author(s): Sabika Khalid [sup.1] , Endale Tadesse [sup.1] Author Affiliations: (1) grid.263906.8, 0000 0001 0362 4044, College of Education, Educational Leadership and Management, Southwest University, , Chongqing, China Introduction > [...]

Expansive clays exhibit a distinctive swelling–shrinkage behavior, leading to structural distress and damage when subjected to varying moisture levels during different seasons. So, to mitigate these issues, stabilization techniques are commonly employed, aiming to diminish swelling tendencies and enhance the strength characteristics of expansive clays. This study delves into the transformative impact of utilizing eggshell ash (ESA) and stone powder (SP) as stabilizing agents on both the index properties and strength parameters of expansive clays. The selection of these stabilizing agents is guided by criteria encompassing cost-effectiveness, availability, and environmental compatibility. Through comprehensive analysis utilizing scanning electron microscopy (SEM) and X-ray diffraction (XRD), the mineralogical compositions of both soil and additives are meticulously examined. The XRD analysis of the expansive clay unveils the presence of minerals such as quartz, sanidine (potassium or sodium feldspar), and magnetite. Incorporating ESA into the expansive clay matrix yields substantial improvements across various soil index values, encompassing the free swell index, free swell ratio, linear shrinkage, and unconfined compressive strength value. To further amplify these benefits, the study extends its focus to the influence of SP while maintaining a consistent 6% ESA content. Notably, the addition of SP exhibits a significant enhancement in compressive strength, alongside other crucial properties. Synthesizing these findings, the laboratory results point to an optimal combination ratio of 6% ESA and 15% SP, as a recommended approach to achieve superior stabilization effects. This research contributes to a deeper understanding of the interplay between stabilizing agents and expansive clays, paving the way for improved engineering practices and more resilient structural designs.

For decades, Pakistan's government has continuously provided its citizens with accessible, universal, basic education; however, these efforts have not yielded any gains for the citizens. Consequently, Pakistan has a lower literacy rate, one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country's educational system, there needs to be more evidence that proposes potential implications or interventions in identifying the most important in‐school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review‐driven hypothesis and administered a rigour analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The finding of this study asserts that the medium of instruction has shown a considerable impact on primary school enrollment and the availability of qualified teachers. Single‐sex schools, WASH facilities, and the security of schools have significant and diverse effects in determining student enrollment, which leads to forwarding possible implications to scholars, educators, and policymakers. [ABSTRACT FROM AUTHOR]

COVID-19 has affected the various aspects of social service delivery worldwide. Explicitly, pediatric service was affected mainly due to the travel restrictions, and children were at heightened risk due to these circumstances. Therefore, this study aims to analyze the Pediatric Clinical Practice in a Chinese children's hospital to describe and acknowledge the impact of COVID-19 on the pediatric healthcare system. For this purpose, the hospital's outpatient registration database was the primary information source, which comprises demographic data, including age, gender, city of residence, and hospital departments visited. Data on patients admitted from January 25, 2019, to April 16, 2019, were collected and used as a baseline. The results revealed that the number of pediatric visits to the case study hospital decreased during the COVID-19 pandemic, accounting for 40% of that in 2019, especially during the early stage of the pandemic. The proportion of pediatric patients from outside Chongqing decreased by approximately 14% in the early stages and increased by 24% in the second and third stages, corresponding to an overall decrease of 8.5%. Accordingly, the hospital responds to COVID-19 by providing valuable information and a guiding framework to the rest of the world on how to respond to a crisis. [ABSTRACT FROM AUTHOR]

Using the event-related potentials (ERPs) technique, this study successively presented names (in either a supra- or subthreshold manner) and emotional words to examine how self-relevant cue (self-name) affects emotional word processing in word class judgment task (to determine whether an emotional word is a noun or adjective) and valence judgment task (to determine whether an emotional word is positive or negative). At the suprathreshold condition, self-relevant positive words elicited a more significant Early posterior negativity (EPN) than negative words only in the valence judgment task. In contrast, at the subthreshold condition, self-relevant negative words elicited an enhanced Late positive potential (LPP) than positive words only in the word class judgment task. These results indicate that self-relevant cue affects emotional word processing at both suprathreshold and subthreshold conditions; nevertheless, the effect manifests as self-positive bias at the suprathreshold condition and self-negative bias at the subthreshold condition. The experimental task modulates these dynamics. [ABSTRACT FROM AUTHOR]

Unfortunately, the role of school leadership in fostering school improvement in non‐Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP), which is intended to enhance student academic performance. Hence, this study aimed to extend the integrated leadership model by conceptualizing the moderating mediation effect of IL on student academic achievement in public primary schools. A cross‐sectional study was performed by distributing a survey to 1280 public primary school teachers in Addis Ababa. Surprisingly, the study's findings affirmed that unlike previous studies, IL and TL significantly directly affect student academic performance, and TL plays a significant role as a moderator of the indirect effect of IL on student academic achievement. Practitioner Points: The application of school leadership in fostering school improvement in non‐Western countries is less known and understood.School principals with academic qualifications in school leadership exhibited an exceeding knowledge and skill in practicing leadership to enrich school improvement.Instructional and transformational leadership models have a substantial influence on student academic performance. [ABSTRACT FROM AUTHOR]

Parental migration from rural to cities in China is causing millions of children to be left behind or to live without parental care, support, and guidance, which violates the Convention on the Rights of the Child. This national phenomenon has consequences for the household registration system, known as the hukou system, which is meant to restrain internal migration. These consequences may result in economic and social imbalances. However, a noticeable number of children have been completely or partially left behind by their parents in villages, and as a result, their relationship with their parents and their academic attainment are weak. In particular, this study examines whether migrant parents can improve the academic performance of their Left-Behind Children (LBC) by strengthening their relationship with their children or by sending adequate remittances to the village household. Astonishingly, the structural equation model (SEM) results indicate that LBCs from both parents migrating households are the more privileged groups, although the study underlines that still, all LBC are disadvantaged compared to non-LBC. [ABSTRACT FROM AUTHOR]

Expansive clays exhibit a distinctive swelling–shrinkage behavior, leading to structural distress and damage when subjected to varying moisture levels during different seasons. So, to mitigate these issues, stabilization techniques are commonly employed, aiming to diminish swelling tendencies and enhance the strength characteristics of expansive clays. This study delves into the transformative impact of utilizing eggshell ash (ESA) and stone powder (SP) as stabilizing agents on both the index properties and strength parameters of expansive clays. The selection of these stabilizing agents is guided by criteria encompassing cost-effectiveness, availability, and environmental compatibility. Through comprehensive analysis utilizing scanning electron microscopy (SEM) and X-ray diffraction (XRD), the mineralogical compositions of both soil and additives are meticulously examined. The XRD analysis of the expansive clay unveils the presence of minerals such as quartz, sanidine (potassium or sodium feldspar), and magnetite. Incorporating ESA into the expansive clay matrix yields substantial improvements across various soil index values, encompassing the free swell index, free swell ratio, linear shrinkage, and unconfined compressive strength value. To further amplify these benefits, the study extends its focus to the influence of SP while maintaining a consistent 6% ESA content. Notably, the addition of SP exhibits a significant enhancement in compressive strength, alongside other crucial properties. Synthesizing these findings, the laboratory results point to an optimal combination ratio of 6% ESA and 15% SP, as a recommended approach to achieve superior stabilization effects. This research contributes to a deeper understanding of the interplay between stabilizing agents and expansive clays, paving the way for improved engineering practices and more resilient structural designs. [ABSTRACT FROM AUTHOR]

Background: Jealousy is a complex emotion and can be healthy or pathological, depending on the intensity and the degree of control. Excessive jealousy was characterized by anxiety, anger, and alienation in the insecure attachment relationship. Objective: To explore how insecure attachment triggered this intense emotion, this study investigated the relationship between two insecure attachment dimensions and jealousy and explored the influence of self-differentiation on the relationship. Method: A total of 477 undergraduates participated in the study, and the Bringle self-report jealousy scale (BSJS), the relationship questionnaire (RQ), the intimate relationship experience questionnaire (ECR), and the revised edition of self-the differentiation questionnaire (DSR) were used. Result: The results showed that: (1) attachment anxiety had a significant positive predictive effect on jealousy, but attachment avoidance had no significant positive predictive effect; (2) self-differentiation partially mediated the relationship between attachment anxiety and jealousy, but it has no significant mediating effect between attachment avoidance and jealousy. Conclusion: The results suggest that attachment anxiety was correlated with jealousy because it strengthened the intensity of anxiety and anger toward their attachment figures and became out of control through a lower level of selfdifferentiation, which has important implications for clinical intervention. [ABSTRACT FROM AUTHOR]

For decades, abundant studies have illustrated the vast scholarly publication disparity between male and women academics. Exhaustingly, in 21st-century higher education, women's academic research participation is below the world average, except in a few countries that comprehensively studied their faculties and personal and institutional agencies to restore parity. Higher education is widely discussed in Vietnam as incompetent academics with a shred of scholarly publications and venerable gender disparities. Hence, the current study sought to contribute robust policy and practical implications for stakeholders by inspecting women's faculties solely to shed light on the root hindrances of their scholarly share. Remarkably, the findings of the study demonstrate that women faculty members have promising scholarly contributions in disciplines where women scientists are marginalized, that having children becomes a notable motivator for mothers in academia, and that there is genuine support from a husband who understands the worth of his wife's research contribution to the institution and family. [ABSTRACT FROM AUTHOR]

Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study's main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the participants' feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability. [ABSTRACT FROM AUTHOR]

For decades, abundant studies have illustrated the vast scholarly publication disparity between male and women academics. Exhaustingly, in 21st-century higher education, women's academic research participation is below the world average, except in a few countries that comprehensively studied their faculties and personal and institutional agencies to restore parity. Higher education is widely discussed in Vietnam as incompetent academics with a shred of scholarly publications and venerable gender disparities. Hence, the current study sought to contribute robust policy and practical implications for stakeholders by inspecting women's faculties solely to shed light on the root hindrances of their scholarly share. Remarkably, the findings of the study demonstrate that women faculty members have promising scholarly contributions in disciplines where women scientists are marginalized, that having children becomes a notable motivator for mothers in academia, and that there is genuine support from a husband who understands the worth of his wife's research contribution to the institution and family. [ABSTRACT FROM AUTHOR]