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Improving outcomes and the integration of diabetes care for adults is a National Health Service ambition. In north east Essex, United Kingdom, an innovative interprofessional community-based diabetes service (North East Essex Diabetes Service (NEEDS)) was developed to provide a single point of access and continuity of care across an integrated, interprofessional care pathway. The aim was to evaluate how NEEDS was embedded into Primary Care, and gain insight into how it works from the perspective of staff delivering the service and from those receiving care. A mixed methods approach was used. Retrospective data from GP surgeries involved in NEEDS were analyzed. Online surveys (n = 21) and focus groups (workforce n = 23; service users n = 6) were conducted. A clear pathway of diabetes care across an integrated, interprofessional care system was demonstrated. Standard care processes and patient outcomes were higher than those recorded for other GP surgeries across England. Service users reported that they received support with more control over their care. The workforce reported a reduction in bureaucracy, blurring of professional boundaries, and thus autonomy to develop the service. The “virtual ward” provided a true interprofessional team approach. Patients and the workforce reported feeling empowered, demonstrating a holistic high-quality approach to patient care. [ABSTRACT FROM AUTHOR]

Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This 10-month-long study, informed by a dynamic and holistic approach, focused on an in-depth exploration of the dynamics and underpinning mechanisms of EFL learner engagement with the DS practice, as well as the alignment between their engagement and writing performance. Data were collected from multiple sources including learning journals, semi-structured interviews and DS products, and analysed using qualitative and quantitative techniques. Results revealed structural and temporal patterns regarding EFL learners' behavioural, cognitive, social and affective DS engagement, which were found largely attributable to various individual and contextual factors. Also prominent in our observation were marked individual differences in terms of the patterns, processes and outcomes (in the form of writing development) of learners multifacetedly engaging in the DS practice. Pedagogical suggestions accommodating the dynamic, multifaceted and individual nature of learner engagement are provided for the design and implementation of DS-based tasks. [ABSTRACT FROM AUTHOR]

Holistic approaches, such as the Biopsychosocial model, have become mainstream frameworks for organizing mental health services in recent decades. However, little research has explored how frontline social workers embrace and synthesize the different dimensions within this holistic approach. This paper uses semi-structured interviews to investigate diverse conceptualizations of mental health issues among frontline social workers. Fourteen social workers from Hong Kong and twelve from Sydney were interviewed. Three prevalent positions were identified: prioritizing chemical imbalance, questioning the concept of illness, and refusing a fixed understanding of mental health issues. The analysis also reveals how these understandings influence frontline social work practice, uncovers broader socio-cultural influences through s cross-cultural lens, and highlights implications for social work education for navigating the inclusivity of holistic approaches. [ABSTRACT FROM AUTHOR]

This article conducts an in-depth exploration of the current landscape of fashion sustainability, providing a comprehensive framework that contextualizes the subsequent contributions that comprise this Special Issue. By delineating three pivotal dimensions of action, we set the stage for a nuanced examination that reviews the realms of organizational change, innovation within fashion products and processes, and the tangled interplay of socio-cultural transformations. These dimensions collectively lay the foundation for a holistic analysis of how the fashion industry navigates the complexities of sustainability, encompassing shifts in management paradigms, advancements in design and production, and cultural factors that underpin the sustainable fashion discourse. Through an extensive analysis, the article not only presents a panoramic view of the current state of the art regarding fashion and sustainability but also constructs a robust conceptual framework that serves as a guiding compass for navigating the subsequent sections within this Special Issue. This framework is designed to encapsulate the multiple facets of sustainability within the fashion domain, acting as a roadmap to discern and understand the evolving landscape. This lens invites readers to journey beyond the surface, delving into the perspectives that define the transition toward a more sustainable fashion future. [ABSTRACT FROM AUTHOR]

Given the numerous conceptual approaches to understanding inclusive education, there is an obvious risk of fragmentation and stagnation in the field. In response, this paper aims to contribute to advancement by going beyond previous work and developing a holistic formulation of inclusive education. Its starting point is that the persistent challenge of offering equal opportunities and full participation for all students in regular schools appears to have complex causal explanations on multiple levels, including the ideological/political, practical, and individual/subjective. This holistic formulation draws on analyses of a) the connections between inclusive education, student diversity and the concept of special educational needs, b) some problematic experiences from Norway, and c) the current state of the field. In this formulation, three core values of inclusion— welcoming communities, combating discriminatory attitudes, and education for all – as articulated in the Salamanca Declaration, are linked to the institutional practice principles of participation, human diversity, and differentiation. The discussion explores these values and their alignment with the principles of inclusive practice and students’ inclusionary outcome in school. Furthermore, the interplay among these values and their corresponding principles of practice principle is illustrated, emphasising the need for awareness when prioritising one over another, both in research and practice. [ABSTRACT FROM AUTHOR]

Food education has become an umbrella term covering various understandings of our relationship with food, originating from diverse research contexts. There is often the need to form a "holistic" understanding of what food education is and what it does. In this article, we explore a holistic approach to food education and how an informal learning environment can promote and contribute toward a holistic approach to food education. We conducted our study at four youth centers in Finland. The data were collected from seven focus groups of young people who took part in group discussions and whom we observed. We analyzed our data using content analysis. The young people developed food-related skills when discussing different food choices, planning meals, preparing food, and eating together. They evaluated their skills and talked about the kinds of food they made and why. They displayed "holistic thinking:" they created common meanings for food and considered issues related to the food system and environment. Our results indicate that informal settings comprise an important dimension of a holistic approach to food education. To improve food education in the future, we need not only a holistic approach, but also a more thorough understanding of its meanings and dimensions. [ABSTRACT FROM AUTHOR]

This paper examines the challenges of implementing Farmer Learning Videos (FLV) in Rural Advisory Services (RAS) through a holistic approach. Our study focuses on a clear theoretical and managerial question – how do RAS manage FLV that does not easily fit into traditional models? The research collected data through semi-structured interviews (138 respondents) and focus group discussions (342 participants) in 30 RAS. The framework built drives the data analysis. The study shows that although most of the RAS provided poor support and did not write FLV in their project documents, many are increasingly using FLV. Extension workers see FLV as a way to efficiently and effectively achieve their goals – a helpful tool that could reduce workload. Moreover, the presence of FLV champions who are generally young and the high level of positive attitude toward FLV as well as collaboration with other organizations favor the increasing use of FLV. The results of this study can be used by policymakers and RAS to improve the integration of information and communication technologies (ICT) into their work. This study sheds more light on the importance of a holistic approach to thoroughly understand the challenges of FLV implementation in RAS with theoretical implications for their design, implementation, and analysis. This study reports the first known application of a holistic approach to understanding the challenges of FLV implementation in RAS in Benin. [ABSTRACT FROM AUTHOR]

This study used retrospective data to examine the patterns of trajectories to adulthood among Chinese young people born between 1930 and 1979 and the role of parental socioeconomic status in their transition to adulthood. We found that trajectories to adulthood can be classified into four patterns: early transition, intermediate transition, late transition, and diversified transition. Adolescents with highly educated fathers were less likely to follow the traditional trajectories of an early transition to adulthood. Meanwhile, adolescents with fathers with lower occupational statuses were more likely to transition to adulthood before their peers. However, delayed and diverse trajectories to adulthood were observed regardless of the adolescents’ mothers’ occupational statuses. Fathers’ non-party membership and rural hukou played an important role in accelerating Chinese youths’ transition to adulthood and increased the likelihood of this transition following the traditional pathway. Conversely, mothers’ party membership and urban hukou delayed adolescents’ transition to adulthood. In sum, young people with parents with low socioeconomic statuses were more likely to transition to adulthood relatively quickly, while those with parents with higher socioeconomic statuses were more likely to delay this transition. [ABSTRACT FROM AUTHOR]

The paper contributes to the current debate on just transitions which is exploring what factors and conditions can lead to a twin transition that can also achieve an equitable redistribution of the outputs. The paper draws on the theories of justice, by bringing together three dimensions of justice: distributive, procedural and substantive justice. We apply this framework to explain the socio-economic impact of technology-pushed structural change on the future of work. We define just transition as a triple transition that requires digital and green shifts and crucially, a competence and skill transition that transversally cuts across industries, jobs and professions. The paper analyses the case of a specific region, Emilia Romagna in Italy, which has implemented, particularly since 2010, an original holistic approach to industrial development policy, comprising social and education policies. We conclude that within a national education framework tasked with pivoting the mix of necessary basic knowledge, regions have an important role to play by designing and implementing place-based education and training initiatives that are specific to the regional socio-economic characteristics. [ABSTRACT FROM AUTHOR]

The purpose of this study was to inspect and establish the factor structure of the Icelandic Client-Centred Rehabilitation Questionnaire [CCRQ-is] and investigate the service experiences of a large and varied sample of rehabilitation users. Altogether 499 rehabilitation users completed the questionnaire. Confirmatory and exploratory factor analysis was conducted for analysis of items. Mann-Whitney's U and Kruskal-Wallis test was used to compare subscale responses based on participants' characteristics. Four factors explained 53,2% of the variance: Respect and attentiveness, Interaction with significant others, Responsiveness to needs and preferences and Education and enablement. Subscales showed internal consistency from 0.72–0.91 and 0.92 for the whole instrument. The subscale Respect and attentiveness represented user centred rehabilitation the most and Interaction with significant others the least. Significant differences in relation to health conditions and age were obtained on all four subscales and differences by gender on one subscale. Our results suggest the CCRQ-is is a reliable tool that can be used with rehabilitation users with a broad range of characteristics within the Icelandic context. The extent to which the intersection of age, gender and health issues influence users' perception of services needs to be further scrutinized. Increasingly users of rehabilitation have complex and composite health issues as physical and mental health conditions commonly co-exist. The four subscale Client-Centred Rehabilitation Questionnaire [CCRQ-is] demonstrated strong reliability for assessing the client-centredness of rehabilitation services for people with different health issues in Iceland. People receiving rehabilitation for mental health reasons seem to find the service to be less client-centred than other rehabilitation service users. The lowest scores on the CCRQ-is were consistently found on the dimension Interaction with significant others. The key role often played by families during and after the rehabilitation process should be recognized. [ABSTRACT FROM AUTHOR]

Little is known about the outcomes of in-school comprehensive sexuality education (CSE) programmes two or more years after programme completion, particularly in low-income countries. Projet Jeune Leader, a youth-founded Malagasy organisation, conducted a retrospective, qualitative evaluation of a CSE programme in Madagascar. The objective was to explore how former participants assessed the programme’s influence on their behaviours and lives. Our team conducted in-depth interviews with 34 young people (16–24 years old) who had participated in the programme when they were in middle school. We then synthesised the data using qualitative thematic analysis. Most interviewees indicated that the CSE programme positively contributed to some aspect of their transition to adulthood. Some reported safer sex practices, refraining from drug and alcohol use, and pregnancy prevention, while others reported improved relationships, and acts of leadership. While it is not clear which elements of the programme facilitated these changes, participants made recurrent references to relatable CSE educators and engaging pedagogy in their responses. These results encourage further research on the multi-faceted, and in some cases, non-health-related, outcomes of in-school CSE programmes in low-income countries. The work also provides critical youth-driven insights into CSE programme design to guide future programme planning and evaluation efforts. [ABSTRACT FROM AUTHOR]

Dual Career Athletes (DCA) combine education, training, or work with a sporting career within broader sports management and educational environments. A holistic approach embraces the DCA as a "person first, athlete second". This study examines the literature regarding DCA stereotype, labelling, identity, and wellbeing, and proposes a change in how we refer to DCAs, to person(s) engaging in dual career (PEDC). Using social identity theory (SIT) and self-categorisation theory (SCT) we discuss the use of person-first language regarding PEDCs. Three key areas are considered; PEDC stereotype; PEDC identity development and PEDC wellbeing within their sporting and educational environments. PEDCs can adopt unidimensional athletic identities and experience stereotype with potentially negative implications for DC. PEDCs face challenges impacting wellbeing, exacerbated by narrow identity development and stereotype with low tendencies for help seeking. Labels can act as cues in stereotype and identity formation and wellbeing promotion. It is proposed that the term PEDC should be adopted by researchers, those involved in sports management structures, academic personnel within educational institutions, parents and peers. : The study supports the holistic, person first approach to DC and proposes a change in how we refer to people engaging in DC. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to verify whether there are differences in physical, technical, and tactical assessment outcomes derived from field-based tests and small-sided games (SSG) in addition to anthropometric and maturational characteristics between players classified as promising and less promising as per the coaches' perception. Method: A total of 53 male U-15 youth soccer players (age: 14.8 ± 0.2 years, weight: 61.7 ± 6.9 kg, height: 171.8 ± 6.7 cm) and three experienced coaches from three distinct sports clubs were enrolled in this study. Based on the coaches' perception, players were split into three group levels for both short- and long-term success ranking: (i) promising (PL; top 5 players; n = 15), (ii) intermediate (IL; n = 23) and (iii) less promising (LPL; 5 bottom players; n = 15). The following measures were determined: anthropometry, maturity offset, vertical jump, and aerobic-anaerobic running performance, soccer-specific skills tests, GPS-based running metrics, technical and tactical actions during SSG, and minutes played throughout the season. Results: There were no differences between groups for anthropometrical, maturational, and physical outcomes. PL players in both rankings covered more distances at sprinting and presented more offensive technical and tactical actions during SSG than their LPL peers. PL and IL presented more minutes played in competitive seasons than LPL of short-term ranking. Conclusion: The biggest differences between the players ranked by their coaches were apparent only during a representative game task, emphasizing the importance of SSG as a tool to assess the players' technical-tactical awareness. In addition to the SSG, the coach's eye plays a key role during the talent identification and selection process. [ABSTRACT FROM AUTHOR]

The article presents findings from a Czech environmental literacy survey conducted in 2020 on a sample of 6th (N = 3773), 8th (N = 21518), and 9th graders (N = 4368). Specifically, the effect of environmental and sustainability education (ESE) as well as the effect of gender and age on environmental knowledge, attitudes, beliefs, place attachment, locus of control and behavior were analyzed with regard to teaching strategies. The analyses revealed significant differences between respondents who participate in residential outdoor environmental education programs, those who were involved in a school eco-club or a nature-oriented non-formal-education youth clubs compared to those not involved in these activities. In addition, the perceived holistic, emancipatory, and community-based ESE approaches were among the significant predictors of environmental literacy. The findings support the relevance of the ESE strategies examined in shaping environmental literacy of young students. Older students and boys showed a lower level of pro-environmental values and behavior. [ABSTRACT FROM AUTHOR]

Prior studies suggest that patients with chronic conditions are more likely to develop psychiatric disorders compared to healthy individuals without any medical conditions. The objective of this study was to investigate the link between chronic conditions and psychiatric disorders. The authors hypothesize that patients with chronic conditions have a higher comorbidity of certain psychiatric disorders compared to healthy individuals. Patients from Rowan University School of Osteopathic Medicine (Rowan SOM) Family Medicine offices completed an anonymous survey about medical and psychiatric diagnoses (Appendix 1). Multivariate analysis was used to examine the relationships between patients' rank of control of their chronic medical and psychiatric conditions compared to the age of onset and total number of conditions. One-hundred thirteen study participants reported having at least one chronic condition and seventy-four reported having at least one psychiatric disorder listed on the survey. Among the participants comorbid with both medical and psychiatric conditions, patients' ranking of control of their chronic conditions positively correlated with their ranking of control of their psychiatric disorders (p = 0.009). Patients' ranking of control of their chronic conditions negatively correlated with the total number of psychiatric disorders (p = 0.002). The study did not generate significant evidence to support the original hypothesis. The results highlight a strong relationship between patients' perceived control of their physical health and mental health. The comorbidity of both chronic conditions and psychiatric disorders may present challenges for patients. Utilizing a holistic approach to patient care can help clinicians improve patient outcomes. [ABSTRACT FROM AUTHOR]

According to various scholars, resilience (i.e., the capacity to adapt and evolve in unpredictable situations) implementation becomes most effective when it involves several civic institutions, agencies, and individual citizens working together toward common goals within a common strategy. Such networks can work together and weather unexpected crises as the current COVID-19 pandemic. Key aspects of this process are the development of a more integrated and holistic approach, meanwhile, the metropolitan resilience requires more collaboration across urban and rural boundaries. Food governance can help to promote resilience: since food system governance manifests the need to implement an integrated approach. Moreover, food system governance stimulates redefinition of the territorial scale and of the criteria for assessing resilience on such a scale. This paper provides a critical analysis of the above issues. Having experimented with food policies, integrated approaches, and redefinition of urban-rural relationships for several years, Portland proves to be a good vantage point for observing mechanisms relating to these issues. [ABSTRACT FROM AUTHOR]

This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three different primary schools by fulfilling two learning conditions, without coding/programming and without using digital devices. Within-case and cross-case analyses were conducted by following the qualitative multiple-case study research design. The evidence stems from lesson analysis, observation field notes, and interview transcripts with 152 participants. We collected 94 lessons from the three schools and we analyzed the data by using a predefined coding scheme grounded upon four frameworks. We conclude that the detected teaching practices uncover promising trajectories by demonstrating a great potential to consider the proposed framework as an effective and age-appropriate pedagogical approach applicable to low-technology and coding-free learning environments. The study highlights the need of teacher professional development, especially on computational thinking in reference to cognitive/intellectual, emotional/affective, social, creative/imaginative, and material dimensions for conscious computational thinking practice implementation. Given the paucity of research on unplugged and, especially, non-programming/coding methods at primary education level, this study can open up prominent issues for further examination and validation. [ABSTRACT FROM AUTHOR]

Transforming cities with the aim of achieving cleaner energy targets is a major bet worldwide, dealing with the immense stress of the rapid urbanisation, the depletion of natural resources, the climate change and its impacts during the post-industrialised period. Struggling with this problematic, in this work we develop a horizontal and cross-sectoral process as an integral part of the city planification towards the energy transition. Along with demonstrating the applicability of the zero-energy idea in more universal approach, we validated its feasibility at the case-study Cuesmes (Belgium), a social district with high energy requirements along with the RE-SIZED research project. In response to this, in this work we articulate the feasibility of the concept (zero energy) in urban scale, in a comprehensive toolkit. Comparisons and similarities with previous empirical analysis are discussed as well to complete the work and its findings. [ABSTRACT FROM AUTHOR]

Twenty-nine out of 94 Danish job centres employ occupational therapists (OTs) and numbers are increasing. Occupational therapy (OT) vocational rehabilitations are diverse, and a more specific description of OT practice within this field is lacking. To explore how OTs employed at Danish job centres describe their own competencies and what they perceive that their colleagues from other professions request from them. Firstly, working diaries were obtained from 16 OTs working in job centres and analysed using content analysis. Secondly, semi-structured interviews were performed and analysed using systematic text condensation. The 16 OTs described four areas of competencies to their profession's practice within job centres; client-centeredness; a holistic approach; work ability assessments and ergonomics and adaptation. The OTs perceived that their colleagues requested their work ability assessment skills and their competencies as health professionals. The OTs had a client-centered and holistic focus on the citizens' whole life situation and used their health professional education and knowledge of ergonomics and adaptation to strengthen their work ability assessments. The OTs perceived that they had competencies that supplemented the competencies of the interdisciplinary team. The results therefore support the inclusion of OTs within job centres. [ABSTRACT FROM AUTHOR]

This study aims to find out how student teachers' meaning-oriented reflection can be enhanced with the help of video in a primary school teacher education programme. The study shows how student teachers (n = 10) and their supervisors (n = 9) followed the video-enhanced reflection procedure during one practicum period. The data were collected through focus group or individual interviews and audio recordings of supervisory discussions. Content and phenomenographic analysis were conducted. The results indicated that the reflection procedure was beneficial for the student teachers in their self- and peer reflection and in the supervisory process. Some supervisors lacked the necessary theoretical tools, and the student teachers did not reach the appropriate level of critical reflection in their discussions. The results suggest that to support deeper reflection, it is important to pay attention to the characteristics of the reflection procedures and the theoretical basis of supervision. [ABSTRACT FROM AUTHOR]

The Program of Intervention for Prevention of Institutionalization (P.I.P.P.I.) is a programme that integrates research, training, and intervention in working with families living in vulnerable situations. It is funded by the Italian Ministry of Welfare and, since 2011, has cumulatively involved roughly 8000 professionals from Social and Health Services and Schools, as well as 4000 children and their families in more than 200 territories across Italy. P.I.P.P.I. focuses on supporting children and families through multi-professional, holistic, and resilience-based interventions, in order to reduce child neglect. Bronfenbrenner's ecology of human development and its definition of neglect are the rationale for the programme, and discussing the theories on community and community capacity linked with resilience theory, this paper reflects on enabling community as an approach to alleviating social disadvantage and promoting child, family, and community wellbeing and resilience. The cases of two territories in Southern Italy will be presented and reviewed in order to illustrate how the service-school-family relationship was promoted within a resilience community approach. Using information from meetings, focus-groups with professionals, and document reviews, programme implementation will be presented and discussed to explore how the governance of social services and school-based service providers make decisions and organize activities to facilitate participation by children, parents, teachers, and social professionals, enabling more community development. Implications for practice, policy and research are highlighted. [ABSTRACT FROM AUTHOR]

Teachers' competence in educational assessment is a key feature in teacher professionalism. Understanding of assessment competence has evolved from the learning of technical skills in assessment to a context-dependent, socially defined understanding encompassing a multitude of approaches to assessment. Thus, a holistic approach to assessment competence is used in this research to specifically consider the role of education culture on assessment competence. In particular, we compared Canadian and German student teachers with regard to their self-rated competence in, and approaches towards, educational assessment. While structural analysis revealed that the overall dimensions in which assessment is perceived do not depend on culture, ANOVAs pointed at some differences between the two countries, particularly concerning assessment purposes and approaches to fairness. [ABSTRACT FROM AUTHOR]

Background: Two approaches to the explanation of dissociations of symptoms were established in the history of neuropsychology: through the structural changes and through the changes of activity form. The theoretical origins of these explanations are related to the two methodological traditions in psychology: elementaristic and holistic. In this study, the advantages of the elementaristic and the holistic approach to the explanation of dissociated neuropsychological agraphia symptoms are discussed. Aims: The goal of our study was to reveal the variability of writing disorders following sensory agraphia depending on performance in writing tasks of different types. We hypothesise that manifestations of psychological disorders in Wernicke's agraphia vary in different types of writing tasks: 1.1. We expect the dissociated symptoms of Wernicke's agraphia to vary in tasks that actualise different culturally defined functions of writing; 1.2. Tasks actualising culturally determined functions of writing would lead to specific differences of symptoms in Wernicke's agraphia compared with the performance on traditional diagnostic tests. Methods & Procedures: The study involved 29 individuals with Wernicke's agraphia due to left hemisphere stroke in the basin of the left middle cerebral artery. To identify agraphia symptoms, tasks traditionally applied in neuropsychological diagnostics of writing were used, representing typical cultural-historical functions of writing (communicative, mnestic, and regulatory). Analysis with the Chi-square Friedman test showed that the differences for all types of error rates were statistically significant (p =.001), which allowed the Wilcoxon test for further pairwise comparison ratios of errors in written tasks. Outcomes & Results: Two approaches to the explanation of dissociations of symptoms have been used – through structural changes (elementaristic approach) and changes of a person's activity form (holistic approach). The advantages of the holistic approach were the most evident while analysing the significant prevalence of errors in orthography in the regulatory task compared with the task of sentence composition. These tasks did not differ in their structural components, so the elementaristic approach did not explain the resulting dissociation. The explanation of this phenomenon comes from the psychological importance of the cultural function of writing using a permissive psychological strategy. Conclusions: The holistic approach can be a valuable complement to the more widely utilised elementaristic approach. Despite the fact that a holistic approach is less common in modern clinical neuropsychology, its advantages are evident in the analysis of dissociation symptoms within the same syndrome when performing identical tasks in a set of involved neuropsychological components. [ABSTRACT FROM AUTHOR]

Entrepreneurship is a prominent area of inquiry which is enriched by a substantial literature base and challenged by definitional deficiencies. As multiple perspectives of entrepreneurship have emerged, the question of an integrated theory of entrepreneurship has arisen. Yet, given the range of perspectives of entrepreneurship, this may be unachievable or create further challenges. Alternatively, this paper proposes a holistic approach to entrepreneurship. This holistic approach advocates the inclusion and recognition of the multiple perspectives of entrepreneurship, without the requirement for integration and any resultant compromise or concession. This has been achieved through the evaluation and synthesis of existing entrepreneurship literature, which was assessed against standing entrepreneurship conceptualizations. Existing models were synthesized and extended to develop an inclusive model, from which the proposition of a holistic approach emerged. This can facilitate the continued enlargement of the entrepreneurship field, while informing the conceptual parameters of the field and allow for interdisciplinary research without conceding entrepreneurship's claim as a distinct field of study. The discussion of this perspective of entrepreneurship allowed for future research opportunities to be identified. The exploitation of these research opportunities can potentially enrich the entrepreneurship field through a more nuanced understanding of innovation, entrepreneurial teams and entrepreneurial leadership. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study is to derive a consensus on an interdisciplinary competency framework regarding a holistic approach for audiological rehabilitation (AR), which includes disciplines from medicine, engineering, social sciences and humanities. Design: We employed a modified Delphi method. In the first round survey, experts were asked to rate an initial list of 28 generic interdisciplinary competencies and to propose specific knowledge areas for AR. In the second round, experts were asked to reconsider their answers in light of the group answers of the first round. Study sample: An international panel of 27 experts from different disciplines in AR completed the first round. Twenty-two of them completed the second round. Results: We developed a competency framework consisting of 21 generic interdisciplinary competencies grouped in five domains and nine specific competencies (knowledge areas) in three clusters. Suggestions for the implementation of the generic competencies in interdisciplinary programmes were identified. Conclusions: This study reveals insights into the interdisciplinary competencies that are unique for AR. The framework will be useful for educators in developing interdisciplinary programmes as well as for professionals in considering their lifelong training needs in AR. [ABSTRACT FROM AUTHOR]

While key personalities often connected with the roots of outdoor education and experiential learning, like Dewey, Seton, Hahn or Naess, are well known internationally, Jaroslav Foglar, a Czech outdoor and experiential educator, is mostly unknown to the international audience. The article adds to the literature related to Czech outdoor experience and focuses on introducing Foglar, his personality and work to a wider audience. Foglarʼs principles of boyhood are taking risks, active lifestyle, honest behaviour and learning in nature with others in a small group. Foglar’s specific outdoor adventure characteristics include timelessness, place, romance, mystery and challenge, and traditions with rituals. All these factors together point to Jaroslav Foglar being not only an important Czech writer and educator, but also potentially influencing the field of outdoor adventure and experiential education internationally. [ABSTRACT FROM PUBLISHER]

This article explores unaccompanied young refugees’ participation in various learning contexts beyond school. Drawing from a qualitative study based on interviews with unaccompanied young refugees, educators and social workers in Norway, the findings emphasise the need for a holistic approach to refugee education in and across contexts of learning. The refugees originate from countries where access to formal schooling was difficult or disrupted. Many of them have been exposed to traumatic events prior to arrival. As the educational and psychosocial needs of resettled refugees are diverse and complex, it is unlikely that schools are able to meet them all. Participation in diverse settings, activities and practices beyond school may expand young refugees’ opportunities for meaningful learning as well as promote their social inclusion. Facilitating access to adequate learning contexts, along with supporting their own commitment to succeed, is decisive for young refugees’ educational achievement, psychosocial adjustment and inclusion in society. The paper emphasises the need for reconceptualising refugee education as inclusive of diverse learning contexts in and outside of school. Enhanced collaboration between schools, local community organisations and wider society will facilitate and support resettling young refugees’ opportunities to achieve their fullest potential. [ABSTRACT FROM PUBLISHER]

The debate about whether and how reflection should/can be assessed has so far yielded inconclusive findings. This paper intends to revisit and further this controversial issue within a specific disciplinary context: the assessment of reflection in English enhancement courses within a second-language environment. Students across majors taking the language enhancement courses in question are often required to provide written or verbal evidence to demonstrate their abilities to reflect, and in turn enhance their linguistic repertoires. However, a potential problem arises when the assessment of ‘reflection’ at times may become the assessment of learners’ English language proficiency, thus casting doubts about the validity and reliability of incorporating reflection as an assessment tool in our context. Drawing on analyses of seven English enhancement courses with a reflection component, and semi-structured interviews with 22 faculty members who had had the experience of assessing reflection, and/or developing assessment criteria for evaluating the quality of students’ reflection, their perceptions of assessing reflection fairly and the challenges encountered during the assessment process were brought to the surface. A holistic framework is proposed to address the challenges encountered, particularly with respect to the differences in emphasis that faculty members place on content vs. language. [ABSTRACT FROM PUBLISHER]

The English word and Western idea of landscape was introduced during the colonial restructuring of Arab cities in the early decades of the twentieth century. Thereafter, landscape came to be understood predominantly in the context of urban modernity, associated with the Western picturesque tradition adopted in landscaping municipal parks and public urban spaces. The formal conception that prevails today precludes a broader appreciation of landscape as a source of livelihood, the fabric of lived-in experiences and collective identities, just as it reduces the scope of landscape architecture, an emerging profession in the Arab Middle East, to urban beautification. Inspired by the integrative and community-centred conception advanced by the European Landscape Convention, this paper argues for a holistic landscape approach that contributes to development while responding to regional environmental and ecological constraints. The methodology of ecological landscape design is applied to secure a holistic reading of people and place and to engender integrative solutions that address socio-economic, environmental and heritage concerns. A selection of projects are cited to demonstrate the potential of a holistic approach in changing current limited perceptions of landscape and in expanding the discourse of landscape in the region beyond the current focus on appearance and beautification. [ABSTRACT FROM PUBLISHER]

Purpose: CBM is an international Christian development organisation, committed to improving the quality of life of persons with disabilities in disadvantaged societies. CBM aims at achieving this in partnership with local organisations and in cooperation with stakeholders at regional and international levels. This article aims at sharing CBM's holistic approach for successful engagement in the work area of ear care, deafness, hard of hearing and deafblindness. Methods: Review of CBM supporting documents, including strategies, position papers, technical guidelines, criteria of success and information related to partners, centres of excellence and model projects. Results: Description of how partner programmes use participatory methods of planning and implementation, involving persons with disabilities and the community. Recommendations on how to develop national or sub-national strategies to impact the lives, and advocate with governments for the rights and inclusion, of persons with disabilities. Conclusions: CBM's holistic approach to work in the area of ear care; deafness; hard of hearing and deafblindness includes intervention at all levels of health care provision, Education, CBR and Audiological, Speech Therapy and other interdisciplinary services. This article presents CBM's core principles and shares specific strategic planning and results, together with lessons learnt while searching a sustainable engagement for field work. [ABSTRACT FROM AUTHOR]

In my commentary in response to the 3 articles (McKenzie & Lounsbery, 2013; Rink, 2013; Ward, 2013), I focus on 3 areas: (a) content knowledge, (b) a holistic approach to physical education, and (c) policy impact. I use the termquality teachingrather than “teacher effectiveness.” Quality teaching is a term with the potential to move our attention beyond a focus merely on issues of effectiveness relating to the achievement of prespecified objectives. I agree with Ward that teacher content knowledge is limited in physical education, and I argue that if the student does not have a connection to or relationship with the content, this will diminish their learning gains. I also argue for a more holistic approach to physical education coming from a broader conception. Physical educators who teach the whole child advocate for a plethora of physical activity, skills, knowledge, and positive attitudes that foster healthy and active playful lifestyles. Play is a valuable educational experience. I also endorse viewing assessment from different perspectives and discuss assessment through a social-critical political lens. The 3 articles also have implications for policy. Physical education is much broader than just physical activity, and we harm the future potential of our field if we adopt a narrow agenda. Looking to the future, I propose that we broaden the kinds of research that we value, support, and appreciate in our field. [ABSTRACT FROM PUBLISHER]

This conceptual article seeks to advance the discourse on the leveraging and legacies of events by examining the planning, management, and leveraging of event portfolios. This examination shifts the common focus from analyzing single events towards multiple events and purposes that can enable cross-leveraging among different events in pursuit of attainment and magnification of specific ends. The following frameworks are proposed: (a) event portfolio planning and leveraging and (b) analyzing events networks and interorganizational linkages. These frameworks are intended to provide, at this infancy stage of event portfolios research, a solid ground for building theory on the management of different types and scales of events within the context of a portfolio aimed to obtain, optimize and sustain tourism, as well as broader community benefits. [ABSTRACT FROM PUBLISHER]

This research study seeks to understand and describe how people in a Chinese society define trust in daily life. Employing a qualitative phenomenological method, data were obtained through in-depth interviews with 14 adult Chinese individuals in northern Taiwan. This research pinpoints prior misconceptions of trust, examines competing approaches to trust that have led to diverse definitions, adopts a holistic Chinese view of trust that bridges prior divergent views, mediates the agency-structure and trust-distrust dichotomies, and focuses on trust strategies applicable to different situations. The findings reveal that trust is a dyadic relationship in which how the trustee demonstrates his or her trustworthiness to gain trust and how the trustor decides to trust are likely to be affected not only by personal choices based on prior knowledge and experiences but also the external social and cultural norms of the society. The findings advance the existing knowledge of trust conceptualization and extend its applicability to broader Chinese societies. They have implications for strategies for relationship and trust-building for Westerners as they engage in global socio-economic discourse with Chinese. [ABSTRACT FROM AUTHOR]

Despite a wealth of evidence showing the benefits of early childhood education and care (ECEC), in Turkey participation remains low and inequitably distributed, even though access to services is soaring. Drawing from previous findings, this paper will focus on different stakeholders’ views on a more integrated system of ECEC governance in Turkey. The research shows that Turkey, a country at the crossroads of forming the foundations of early childhood services, should consider the adverse effects of the current split system and focus on the integration of services to foster holistic development with the aim of offering quality and equity for all children. [ABSTRACT FROM PUBLISHER]

Fieldwork reaches its full potential when one of its key objectives is the interpretation of the landscape. Field trips are part of a longstanding and effective tradition of contact with the natural environment, which has evolved from the nineteenth century to the present day, in accordance with the scientific, educational and awareness-raising requirements of advanced societies. In keeping with the fundamental principles of geographical science, direct contact with the landscape has enabled a holistic approach to our surroundings which are increasingly complex. The European Landscape Convention (ELC) provides a new focus on the enhancement of a landscape culture, one of which main sources is fieldwork. This paper reflects on the evolution and premises of direct landscape data recollection within the frame of the ELC and its contribution to student and generaI public engagement. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: To describe the different approaches to the treatment of premature ejaculation (PE), with a final focus on integrated treatment, as conventional theories and therapies for PE are based on an organic or psychogenic dichotomy. Methods: We list the principal hypotheses of the causes and therapy of PE on the basis of psychological and medical perspectives, after identifying all relevant studies available on Medline up to 2012. Results: The cognitive feedback from PE can lead to a ‘performance anxiety’, which can combine with other conditions to further impair ejaculatory control. For these reasons, a psychological approach is always useful in treating PE, the most useful of which are sex therapy and behavioural therapy. For pharmacological treatment, reports suggest that dapoxetine (60mg) significantly improves the control of the ejaculatory reflex, and it thus represents the first-line officially approved pharmacotherapy for PE. Conclusions: A holistic approach which considers the biological, psychological and relational aspects is the advised treatment for PE. Integrated medical and psycho-sexological therapy requires a mutual understanding of and respect for the different disciplines involved in sexology. In this aspect two very important roles are those of the physician and the psychologist. [Copyright &y& Elsevier]

The paper presents a holistic approach to river flow modelling in which catchment rainfall-runoff, sewer hydrodynamic and river hydrodynamic models are linked together and applied to the Bradford catchment (UK). The catchment features steep gradients, flashy supercritical flow in combination with dry bed condition and is highly urbanised. Given this complexity and the paucity of data, a holistic approach was found essential, although its application proved challenging. Most important uncertainties inherent in each sub-model were assessed individually as well as propagation effects through the integrated model. The relative contribution of uncertainty sources to the total uncertainty in river flow predictions was quantified using the concept of variance decomposition. The results show that uncertainties in model structure and rainfall input in the rainfall-runoff model were significant. However, within the river hydrodynamic model, uncertainties propagated from the rainfall-runoff model were less apparent due to additional uncertainty arising from the urban drainage system. [ABSTRACT FROM AUTHOR]

Although host communities have begun to capitalize on a portfolio of recurring events to achieve a range of benefits, there is scant research and empirical evidence about the phenomenon of event portfolio. In addressing this knowledge gap, this study employed ethnographic methods to examine the rationales and drivers for the use of an event portfolio in regional development. Fieldwork was conducted in the rural community of Fort Stockton in USA - Texas. The findings indicate that the event portfolio is a socially embedded configuration in local life that facilitates the development of a holistic approach. It consists of sport and cultural events that strive to address community issues pertaining to social, tourism, and economic development. Event implementations are facilitated by the use of an integrated set of resources and the adoption of established practices. The relationship between sport and cultural events is innately symbiotic sharing common objectives, resources, and markets. The study argues that a holistic approach in event portfolio planning can integrate economic, sport, and tourism, as well as social development purposes and foster synergies between sport and cultural events. To do so, event tourism research needs to start building knowledge on the neglected area of event portfolios and understand this complex phenomenon. [ABSTRACT FROM AUTHOR]

Although the potential value of an event portfolio strategy has been suggested in the literature, there are no empirical studies exploring the nature and implementation of event portfolios. To fill this gap, the purpose of this study was to understand an event portfolio by uncovering the interrelationships and synergies that assemble different events together as valuable community assets and foster an integrative mindset toward their use. Ethnographic fieldwork was conducted in the rural community of Fort Stockton, Texas, investigating its event portfolio. Results show that event interrelationships are grounded on the instrumental connectivity of events in terms of sharing common elements, objectives, and resources. This cultivates an organic event relatedness that capitalizes on experiential capacity, maintenance of volunteer pools, and generation of new or complementary markets. The local governmental structure enables collaboration setting mutual objectives, sharing common resources, and coordinating event implementations. However, strategic planning is not employed, and subsequently, events in the portfolio are not cross-leveraged, leaving missed opportunities to magnify its value. The findings of this study have implications for event policy and management. A holistic policy approach is required if it is to foster and fully exploit the potential of event portfolios. Event planners need to create synergies among different events and integrate associated economic, tourism, leisure, sport, or socio-cultural objectives by formulating and implementing joint strategies. A focus on event interrelationships can ultimately help event planners find the best means to leverage event portfolios. [ABSTRACT FROM AUTHOR]

In the 19th century, new discoveries permitted topass from the Cartesian mechanism to a holistic view of life.In the educational field movements as Constructivist Learning and Holistic Education have represented an important contribution to this change of paradigm. In this scenario Systemic Design was born: it aims to imitate Nature in anthropic activities. The educational model used to teach this discipline should follow the holistic approach in order to raise awareness in new generations of conscious and responsible citizens for a sustainable future. Indeed, it is not possible to use a linear model like the current one. The case study used to sustain this thesis is the academic lab 'Open Systems' of the MSc Systemic Design of Politecnico di Torino, composed of four courses that work together (Design, Economy, Engineering, Humanities). The lab is questioning its model aligning it with the specific characteristics of an open living system. [ABSTRACT FROM AUTHOR]