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Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

Mastery of the art of crafting online reviews and responses is essential as a valuable additional tool for enhancing learners' English proficiency in specialised contexts. This study aims to: 1) Examine the formality levels in crafting reviews and responses; 2) Explore face-threatening acts utilised in reviews and politeness strategies employed in responses; and 3) Uncover moves and steps in composing reviews and responses. Data was collected from the Top 25 Hotels in the World in 2022 according to Tripadvisor.com. Six distinct corpora were formed, comprising positive, negative, and mixed reviews, along with corresponding responses, resulting in 87,973 tokens. Findings show reviewers leaned towards casual language (85.87%), while respondents used a consultative style (82.67%) in their responses. The shift from casual to consultative occurred most frequently (70.67%). For politeness, admiration (73.07%) and expressions of complaints/reprimands (64.53%) were common in reviews. In responses, strategies like offering, promising, or giving gifts (72.00%) and apologising and begging for forgiveness (50.40%) were prevalent. Reviews used three moves and ten steps, while responses employed six moves and 16 steps. These insights can be integrated into ESP classrooms to enhance review and response writing skills effectively.

Research on higher education community engagement (HECE) rarely places university or institutional voices in conversation with the community partners' voices. Boundary-spanning frameworks such as Weerts and Sandmann's (2010) for universities and Adams's (2014) for community partners help boundary spanners, but such models draw boundaries between community and university spanners and the beneficiaries of their work. Contrary to a resource-based view of value creation, which posits that organizations with more resources create more value, beneficiary-centric views see the beneficiary as central to value creation (Lepak et al., 2007). In this essay we incorporate a beneficiary-centric lens into HECE boundary-spanning practices to advance a critical theory of value creation that considers for whom, for what, and to what effect beneficiaries may create value (Le Ber & Branzei, 2010). We advocate for an integrated framework that unites university and community partners and places the beneficiary at the center of all engagement efforts.

Housing is a basic need. The National Association of Community Development Extension Professionals (NACDEP), Land Use Planning Community of Practice held a virtual forum in December 2021 on the national housing crisis. The session revealed common challenges communities face when addressing these issues locally. As a follow-up to that session, this paper summarizes Extension perspectives on community housing issues discussed during the session, reviews the literature on Extension programs related to housing, and makes the case for a national peer learning and communications network to address these difficult and urgent community housing challenges.

In this article, I document and analyze all municipal, state, and county-level efforts for Black reparations in the United States. Most efforts resemble H.R. 40's exploratory commission model, possibly due to policy path dependency. Few geographies have allocated funding for committee recommendations, but some have allocated funds for committee activities. Only Evanston, Illinois, has allocated and distributed funds to qualifying residents. On average, cities with reparations efforts demonstrated mixed performance on metrics related to Black wealth, with insufficient evidence to suggest local Black-White disparities are more severe than the nation as a whole. Several proposals emphasize the Black-White racial wealth gap as emblematic of slavery- derived disparity, but no municipal or state proposal can rival the scale or potential of a federal program.

We consider two local reparations cases--the Evanston Restorative Housing Program and Chicago reparations for police torture survivors. We argue that the programs are shaped by the differing political opportunities, the local context, and the social location of their advocates given that one was constructed within government systems in Evanston and the other largely by grassroots organizers in Chicago. Furthermore, both programs are criticized to varying degrees as being exclusive in their design and implementation. We term this exclusion a process of deliberative marginalization, whereby some of the most vulnerable and most directly affected beneficiaries of a redress initiative are left out of deliberations and implementation decisions about the initiative's design. Subsequently, this study shows both the promise and constraints of reparations policy at the level of local government.

This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

This study focused on job satisfaction and motivation factors of schoolteachers from the Islamic Republic of Afghanistan. Primary survey data from 378 teachers in Kabul were used in a randomized conjoint experiment to measure the causal effects of the proposed motivation policy's relevant attributes on teachers' satisfaction. The suggested hypothetical motivation policy comprised salary, number of classes per day, number of students per class, work desk, teacher training, and residential plot. We found that a higher than the current salary, a residential plot, and having fewer than 20 students per class and only three classes per day contributed to teachers' job satisfaction. The proposed teacher motivation policy was widely endorsed by the sample.

In Sweden, people living independently and requiring daily living support can access 'housing support', a form of practical, educational, and social support provided by the municipalities. About two-thirds of those receiving this support have neurodevelopmental conditions, primarily autism or ADHD. Many are young adults in the process of adapting to new roles and expectations in different life domains, including education, work, and accommodation. This study aimed to provide a qualitative description of support workers' views on current practice in housing support for young adults (aged 18 to 29) with neurodevelopmental conditions. Semi-structured telephone interviews were conducted with 34 housing support workers across 19 Swedish regions. An inductive qualitative content analysis approach was used. The interviews depicted a complex service, subject to "organizational" aspects (roles, responsibilities, availability, and allocation), the joint effort of "key players" (young adults, relatives, and support workers), and practical aspects of "service provision" (finding common ground for the work, and delivery of support). Some elements of the service were poorly designed for the target group. The support workers expressed a need for more knowledge about neurodevelopmental conditions, but also described new insights related to remote delivery of support. The results raise important questions about how housing support should be organized and delivered to strike the right balance between support and autonomy, meet specific needs, and ensure equal services across municipalities. Future research should adopt multiple perspectives and approaches, to help translate best practice and available evidence into a flexible and sustainable service.

Broadband is not equally accessible among students despite its increasing importance to education. We investigate the relationship between broadband and housing policy by joining two measures of broadband access with Depression-era redlining maps that classified neighborhoods based in part on racist and classist beliefs. We find that despite internet service provider self-reports of similar technological availability, broadband access generally decreases in tandem with historic neighborhood classification, with further heterogeneity by race/ethnicity and income. Our findings demonstrate how past federally-developed housing policies connect to the digital divide and should be considered in educational policies that require broadband for success.

Research Question: A sizable portion of college students experience food and housing insecurity, which poses a roadblock to fully and successfully engaging in higher education. In light of these complex challenges, we ask: "How do Florida College System (FCS) institutions meet the basic needs of their students?" Methods: To answer the question at hand, we conducted an embedded single case study of the FCS. Between 2014 and 2019, researchers traveled to 21 Florida colleges on one or more occasions to speak with college presidents, administrators, faculty members, advisors, academic support staff, and students. In total, we gathered data from 1,379 people through 213 focus group sessions and 20 individual interviews. Results: From these data emerged evidence of the extensive services and support programs provided by FCS institutions, ranging from food and housing assistance to clothing, transportation, and childcare. Such initiatives aim to meet the chronic, daily needs of students and their families, as well as acute needs that arise out of local disasters and crises. Contributions: The findings of this study contribute to the literature on the mission of community colleges. While these support programs address needs traditionally considered non-academic, participants suggest that they are essential to fostering student success. By meeting students' physiological and safety needs, institutions can better accomplish their academic goals of remediation, transfer, vocational training, and contract education, particularly among students who have been traditionally excluded from higher education. The findings also highlight the importance of acknowledging the needs of students' families when providing support.

Background: Policy, research, and people's own experience in the UK consistently highlight the central importance of a home of choice for people with learning disabilities. Yet attention is mainly focused on the development of specialist as opposed to generic housing options for people with learning disabilities. Methods: This article reviews the findings from a major research study looking at the rented housing sector for people with learning disabilities. The study comprised of a review of local authority learning disability strategies; a 'national conversation' with key stakeholders; and thirty-five, qualitative interviews with people with learning disabilities who rent their own homes. Findings: The research found that local learning disability strategies are lacking in information on rented housing for people. A national consultation identified a range of challenges in accessing rented housing for people wishing to do so. Interviews with people with learning disabilities renting their own place confirmed some of these problems but also, crucially, highlighted the success for most who rented their own home. People liked renting and were managing their tenancies well with relatively modest support. Conclusions: The evidence points to the possible benefits of a greater focus on renting for people with learning disabilities.

Backgroud: Despite the advancements in the rights of persons with disabilities in Western countries, the motherhood of women with intellectual disabilities remains scarcely visible. The approval of the Convention on the Rights of Persons with Disabilities (2006) and its subsequent ratification by the Spanish Government (2008) recalls the obligation to fulfil the rights of persons with disabilities to found a family (art. 23) and to choose who they want to live with (art. 19). While the importance of this legislation is undeniable, the personal experiences of women with intellectual disabilities still demand effective changes. Methods: This article reports the results of a study entitled "Subjectivities and motherhood in women with intellectual disabilities. Reflections in dialogue through an inclusive research project." In this study, we delved into the stories of 13 women, aged between 24 and 72, to learn about their motherhood experiences (before, during and after making the decision of being mothers) and to identify the barriers and supports encountered. Methods for data collection included individual semi-structured interviews, discussion groups and other narrative and visual resources (images and biograms). Findings: This study explores in depth the obstacles identified by the participating mothers, which have been organised around six themes: (1) information and guidance on sexuality and family planning, (2) assistance of health services, (3) employment and housing situation, (4) child custody, (5) raising children, and (6) informal support. The participants encountered difficulties in all the above fields related to contextual factors. In other words, these barriers do not derive from individual issues centred on their disability, but from factors that often do not depend on mothers with intellectual disabilities, such as deprivation of socio-educational opportunities. Conclusions: Our results show the nuanced ways in which these mothers were immersed in a social system that questions them as 'good mothers' and violates their rights. As we discussed, the participants' desires and decisions to engage and/or continue with motherhood constitute an exercise of resistance to this system.

In the United States, in 2013, 610,042 people were estimated homeless in one night. Improving the effectiveness of homeless assistance programs, particularly aligning programs' practices with their goals, is critical to serving this population. Using a theory that predicts homeless exits, this study presents an innovative, low-cost evaluation tool that can be used by a wide range of human service providers to conduct more frequent "in-house" process evaluations. The Gap Assessment of Policy and Practice (GAPP) tool streamlines process evaluations thus improving social programs. To test this tool's effectiveness, we compared the results of a traditional process evaluation and a GAPP tool evaluation of a homeless assistance program. Both evaluations revealed a consistent disparity between program activities and expressed goals. The GAPP tool is less time intensive and provides a useful road map for structuring a process evaluation for program providers, thus increasing program impact by encouraging more frequent and efficient self-assessments.

The present study aims to examine effective measures to enhance the effects of entrepreneurship education (EE) on university students' entrepreneurial intention (EI) through entrepreneurial self-efficacy (ESE) and grit. The survey used a convenient sample of 758 tourism and hotel management students in China. SPSS macro program PROCESS (Model 4) was used to test the mediating effect, and PROCESS (Model 7) was further used to verify the moderated mediation model. The results indicated that: (1) there was statistically significant and positive relationship among EE, ESE, grit, and EI among tourism and hotel management students; (2) EE significantly and positively predicted EI; (3) ESE played a partial mediating role in the link between EE and EI; (4) grit moderated the indirect effect of EE on students' EI via their ESE. EE is a significant predictor of EI of tourism and hotel management students. Particularly, to improve the influence of EE, entrepreneurial policy makers should design incentive policies that ensure that universities provide EE across various majors. Also, educators should create a supportive and effective education environment so as to improve students' ESE and grit.

Legal attendance requirements and national declarations establish a social contract between the State and its citizens for the provision of schooling. Any shortage of teachers compromises the ability of the State to meet its contractable obligations. The sovereignty of the social contract is complex as no single body has ultimate responsibility for housing the teaching workforce, but everyone has a stake in it. Empirically focused on the largest school system in the southern hemisphere, the New South Wales public education system (Australia), this paper demonstrates that 90.8% of teaching positions, over 50,000 full-time equivalent posts, are in Local Government Areas where the median rent and house sales price are severely unaffordable on a top-of-the-scale teacher salary. With the system requiring additional teachers to meet increasing enrolments, and housing costs outstripping salaries, many schools not traditionally considered difficult to staff are becoming, if not already, inaccessible for teachers.

Using in-depth interview data from families and service providers, we examine the success of the Creating Moves to Opportunity (CMTO) program in Seattle, focusing on how it reduced many of the learning, compliance, and psychological costs of using housing vouchers so that participants could expand their residential choices. CMTO's approach of combining information and flexible financial resources with personalized high-quality assistance bolstered participants' confidence, agency, and optimism for their housing searches in high-opportunity neighborhoods. Accessible, collaborative, pertinent communication from program staff was central to addressing both the psychological costs of the federal Housing Choice Voucher program and families' experiences in housing and social services. These results provide evidence to inform housing policy as well as to enrich broader scholarship on program take-up, implementation research, and the role of Navigators and service quality in addressing administrative burdens low-income families face while using other social programs.

The purpose of this paper is to examine rates of college students' housing insecurity from September to November 2020 during the COVID-19 pandemic, with a focus on whether there are differences in disabled and nondisabled students' housing insecurity controlling for additional demographic variables and pandemic-related experiences. Using a large sample of 70,210 students enrolled at 130 community and technical colleges and 72 four-year colleges, we discovered that students with chronic illnesses, physical disabilities, psychological disorders, and multiple disabilities had significantly greater odds of experiencing housing insecurity compared to their peers. Students with cognitive, learning, or neurological disorders or disabilities and those who had no disabilities or medical conditions had significantly lower odds of experiencing housing insecurity compared to other students.

Employers worldwide place the responsibility of ensuring that graduates are employable on institutions of higher learning. This study was conducted to determine the employability attributes of hospitality management students from private Higher education institutions. The study adopted a qualitative research approach using semi-structured interviews. Purposive, judgement sampling was used to gather hotel managers' thoughts, knowledge and opinions. The findings suggest that hotel managers require eight knowledge sub-domains, and seven skill sub-domains, and a wide range of competencies from hospitality graduates from private Higher education institutions. However, private higher education institutions, hotel managers, hospitality graduates and human resources personnel have a great responsibility to ensure that graduates are competent, competitive and valuable and can make meaningful contributions to the hotel industry. Data was only gathered from hotel managers from 4 and 5-star hotels, therefore the findings cannot be generalised to all hotels in South Africa. Consequently, the findings cannot be generalised to all the tertiary institutions in South Africa. Suggestions are made that can assist higher education institutions, hotel managers, hospitality management graduates, students and future researchers, particularly now in this time of globalisation, knowledge economy, and rise of technological advancements.

We review the antiracism concept and contextualize it in Extension public policy education and the Extension system itself. Despite public policy education having a long history in Extension on a wide variety of issues, missing from this programming is the pursuit of antiracism. As a programmatic example, we review some historical causes of present-day housing inequities and an associated example approach for pursuing antiracism in housing policy education. Finally, we conclude by noting additional opportunities to pursue antiracism in Extension public policy education. In doing so, we emphasize that public policy education cannot be "nonracist" if it is not antiracist.

The purpose of this study is to examine the barriers non-traditional students experience in their attempt to complete their degree program. Semi-structured interviews revealed four key themes: family; support; generational-gaps, and community. These themes highlight areas in which non-traditional students feel they have experienced obstacles in reaching their educational goals. Results of this study may be used as a tool for institutes of higher education to recognize the unique challenges that non-traditional students face and use this knowledge to provide better resources and other forms of encouragement to help these students complete their degree program.

Ernst Papanek (1900-1973) was an Austrian pedagogue who, between 1938 and 1940, was responsible for children's homes in France he directed for the OSE (Oeuvre de secours aux en-fants). In these children's homes at Montmorency, close to Paris, Papanek tried to treat the traumatized children who had lost their homes, their parents, and those who struggled with their own identities that had been called into question by ideological propaganda and personal experiences alike. Papanek decided to give their souls a new home and not only intended to keep them physically alive but also to use a new form of therapy that was supposed to treat the children as a group. In 1940, Papanek had to escape from France, via Spain and Portugal, to the United States, and he tried to rescue the children by bringing them across the Atlantic as well. However, when he advocated for the idea to continue their treatment as a group in a children's home like the ones he had run in France, he met with resistance, as such approaches were uncommon in the United States, where social workers sought to separate the children and have them adopted into different foster families nationwide. This paper describes this transatlantic "struggle of ideas" when it comes to the role of group therapy for traumatized children and the positive impact of such children living collectively in homes.

Hardships of educators can be evaluated in line with the environmental conditions they work and live in. In particular, the hardships experienced by classroom teachers who work in villages are noticeable. In addition, the difficulties faced by female teachers grow even more during their Professional life. This study aims at analyzing the problems of female teachers who work in the villages of some provinces in the eastern and south eastern part of Turkey. The participants were selected using the criterion sampling method, and was composed of 30 female teachers in various villages of Diyarbakir, Van, Gaziantep and Kahramanmaras provinces in the 2021-2022 school year. In the study, the structured interview technique, which is one of the qualitative data collection techniques was utilized. The obtained data were analyzed via the content analysis method. The results have revealed that female teachers generally do not experience problems with the villagers, but their teaching performance is negatively affected due to various other reasons such as accommodation, transportation, heating and poor living conditions.

Background: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association. Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; M[subscript age] = 50.91 months; 45% female). Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation. Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox. Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition ([beta] = 0.23, p = 0.001) and working memory ([beta] = 0.25, p < 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant. Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings. Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school.

This study aims to reveal the cultural and philosophical significance of buildings and spaces in traditional Javanese houses. This study was conducted by gathering as much information as possible from the Yogyakarta and Surakarta communities. People's comprehension and knowledge served as the starting point for revealing the cultural and philosophical significance of traditional Javanese homes and their role. This is a qualitative descriptive study. The data is collected from informants, manuscripts, other relevant documents, and the research site itself. The data consisted of verbal information, texts from manuscripts and documents, and special events at the site of research. Using an interactive model, observations, data collection, data reduction, and data verification are performed to analyze data. The results indicated that (1) the cultural significance of traditional Javanese houses has diminished because people's knowledge of traditional houses is diminishing due to internal and external factors, and (2) the philosophical significance of traditional Javanese houses is becoming increasingly difficult to comprehend because the concept of evaluating and focusing on the subject of traditional Javanese houses has changed significantly.

Previous research in English as a Lingua Franca (ELF) has revealed that deviations in lexicogrammar are not always random, but a result of underlying communicative processes (Cogo & Dewey, 2012; Guziurová, 2020; Jafari, 2021; Ranta, 2013, 2022). Most previous studies relied upon spoken interactions, particularly in business and academic contexts; however, little attention has been paid to written communication in tourism contexts where the use of ELF has constantly increased. In order to understand how a communicative process motivates innovative forms in the lesser studied area of written communication, this study examines the kinds of lexicogrammatical features associated with the process of explicitness that underlies Thai ELF tourism writing. Data were based on a corpus of listing descriptions of 200 Thai hosts, compiled from the Airbnb website. The findings indicate that Thai hosts made use of 14 nonstandard lexicogrammatical features which were motivated by explicitness in order to improve the clarity of their messages and promote intelligibility. The three most frequently found non-standard lexicogrammatical features in the data included the addition of a preposition after a transitive verb, the extended use of the progressive aspect, and marking of the plural -s on an uncountable noun. The findings of this study render further support to the claim that communicative processes, namely explicitness, play a significant role in the use of deviant features and in achieving mutual understanding in lingua franca communication. Pedagogically, teachers are recommended to introduce the concept of ELF and language variations to their students in order to prepare them for actual interactions in today's multilingual society.

This study investigated the move structure utilised in hotel recruitment posters. To achieve this, a collection of hotel recruitment posters was obtained from groups on Facebook seeking hotel jobs, as this social media service boasts the highest number of members. Three groups were selected for data collection. In total, 525 hotel recruitment posters were collected. Only the English posters were analysed to determine the move structures employed in hotel recruitment posters. The study incorporated inter-coder reliability procedures to ensure the accuracy of the findings. The inter-coder reliability rate was 90.28%, indicating a high level of agreement between the coders. The analysis revealed that hotel recruitment posters comprised 19 distinct moves and 19 individual steps. The move analysis revealed the presence of five mandatory moves, namely Hotel identity (99.43%), Job position (98.29%), Contacts (86.48%), Poster purpose (76.95%), and How to apply (70.48%), along with four mandatory steps, consisting of Hotel name (99.43%), Hotel logo (79.43%), Phone number (74.86%), and Apply by email (65.71%). The findings of this study have implications for both teachers and students, as they can incorporate these results as a chapter in English for Specific Purposes courses, thus enhancing their understanding and application of the topic.

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]

Girls' hostels are an intervention used in many countries to create safe learning environments and ultimately promote girls' enrolment, participation and academic success. In contrast, many of the girls' hostels built in Tanzania's community secondary schools are underutilised, and others are not used at all. Using Maslow's theoretical framework, this qualitative-based research was conducted in rural Tanzania to explore the motives for the underutilisation of the girls' hostels and the challenges facing girls when they shun hostels. Data were collected through interviews with girls, teachers, parents and the District Education Officer. Girls' hostels remain underutilised due to cultural beliefs, safety and cost, resulting in an unsupportive learning environment and unsafe accommodation. There is a need to educate various stakeholders on the importance of girls' education and the significance of girls living in hostels. Again, improving the quality of hostels is crucial to attracting girls and maximising their educational opportunities.

This paper explores the future of college student mental health from students' perspective. The authors of this manuscript are four undergraduate and graduate students from two different universities. In the context of growing demand and intensity of mental health issues and the increased diversity of student identities on college campuses, the authors outline students' specific needs and what institutions can do to support their mental health needs. Two specific strategies are highlighted -- peer support and mental health days.

This article draws on two surveys of international students in Sydney and Melbourne, undertaken in 2019 and during the 2020 COVID-19 lockdowns. Using the concept of bounded agency, we identify how the challenges of living in one of the world's most expensive rental housing markets impact students' perceptions of their academic attainment. We find housing insecurity, unaffordability and condition, amplified by financial stress, contribute significantly to student anxiety about their studies. These relationships differ by student background and education. We argue students' agency to meet their educational ambitions in Australia is constrained by the cost of housing and the housing choices they consequently make to mitigate financial stress. Our findings suggest the importance of 'town' or non-institutional aspects of the international student experience on their satisfaction and academic outcomes. We call for further research to explore these relationships in other global contexts.

Positive life aspirations among adolescents and young adults have been associated with greater wellbeing in the future. However, belonging to a stigmatized minority may jeopardize this process. In this work, we sought to understand the role of sexual and gender identity in the life aspirations (desires and expectations) of adolescents and young adults (14-19 years), attending secondary education in Portugal (N = 888). Two MANOVAs with sexual and gender identity as a between-subjects factor (LGBTQ+ vs. Cis-heterosexual) were conducted to inspect differences in future desires and expectations in three life domains: family, social, and material. LGBTQ + youth expressed lower desires and expectations regarding all future life domains, when compared to their cis-heterosexual peers, with greater effect sizes detected for the family domain. In general, results suggest that when contemplating their future, LGBTQ + youth may be at a disadvantage. The findings highlight the need for parents, teachers, and policymakers to recognize the adversities LGBTQ + adolescents and young people still face in the present which and might extend to their future.

This qualitative study examines how elementary school teachers teach the notion of home in the curriculum, centring on the 'All About Me' and 'Where We Live' units. This study also illustrates how the notion of home presented through teaching practices can marginalise children, particularly those who are experiencing homelessness. Through teachers' reflections on their teaching practices, this study examines the gap between the normalised depiction of home in the school curriculum and children's diverse living situations. This study focuses on five first-grade teachers in different school districts who are enrolled in a graduate programme. The data were collected through an online survey and individual semi-structured interviews. The data reveal that the teachers tended to teach home as physical housing in a fixed location in the 'All About Me' and 'Where We Live' units. The limited notion of home in the curriculum unintentionally marginalised children experiencing homelessness. This study opens a space for conversations about how the notion of home in the school curriculum can be taught in sensitive and equitable ways to embrace "all" children.

Safety nets are typically invisible until tested, and the COVID-19 pandemic provides an opportunity to observe how undergraduates responded to the common challenge of campus closures. Using survey data from two public universities (N = 750), we investigated the factors associated with students' reports of moving to a parent's home as a result of the pandemic. Our findings indicate that students' material needs stemming from loss of housing (if on campus) or employment (if off campus) significantly affected but did not fully explain their housing decisions. Beyond these factors, older students and those living with a romantic partner, sibling, or extended family member were less likely to move in with a parent. These findings build on research documenting class-based differences by demonstrating the importance of life stage and other social ties. Moreover, they highlight how parent-child relationships evolve during the transition to adulthood, influencing decisions to seek support in times of crisis.

The emergence of a global emergency, COVID-19, forced social work programs to shift to virtual teaching, disrupting students' learning abruptly. Social work students reported negative impacts from the pandemic on academic functioning as well as financial and emotional wellbeing. This study examines the relationships between demographic predictors (age, race, type of social work program, caregiver status, first-generation college student, household size) and challenges (emotional, academic/professional, financial, technological) social work students experienced during the pandemic. Participants included 332 BSW and MSW students from an urban university. Binomial regressions were conducted to determine the significance between student demographics and types of challenges. A Poisson regression was performed to determine the significance between student demographics and the total number of challenges. Students living in larger households, students with greater caregiver demands, BSW students, and students of color reported a greater number of challenges related to juggling school with caregiver demands, job searching, managing finances, food and housing, coping with grief and loss, and feeling disconnected with school (ps <0.05). These findings contribute to the emerging body of literature on the impact of COVID-19 by informing ways social work schools can better address students' educational, professional, financial, and emotional wellbeing during times of worldwide crisis.

This manuscript describes the use of real data applied to a fictional real-estate firm for teaching data visualization to university students. In the case study, students employ data analytic techniques in Tableau to clean, organize, and analyze real estate data. By creating visualizations, students address several questions about how selling prices of homes are affected by various factors such as location, industry trends, and property characteristics. The case has been used in business analytics courses; students reported finding the case study relevant and useful, and they were found to largely meet the learning goals of the case, including proficiency with cleaning and filtering data, and creating clear and useful visualizations to convey meaning in Tableau.

On 17 March 2020, the population in France entered into a strict lockdown due to the critical spreading of COVID-19. Students could no longer go to their learning institutions. The initial 2-week-lockdown lasted overall 10 weeks and higher education institutions remained closed until the end of the academic year, affecting then even longer students' study situation. Many students chose to leave the accommodation they occupied during the study period if they had the opportunity. Our paper explores the effects of the housing situation on students' academic success during this lockdown using two quantitative national surveys (one on students' living and studying conditions before the pandemic and the other on the situation during this lockdown to which 5994 students responded) and 33 semi-structured interviews conducted amongst students living in university halls of residence in the North of France. Our study confirms that in a period of lockdown, housing plays a pivotal and active role in influencing students' psychological distress, study success, and orientation.

This paper focuses on children's perspective on their outdoor play environment. The research took place in settings with designated disadvantaged status--in the backyards of Przedmiescie Olawskie--a small district of a large city of Wroclaw, Poland. The research aimed to reveal dimensions of children's perception and understanding of studied backyards. Multimethod qualitative research procedure was used: the ethnographic research strategy with elements of mosaic approach were combined. Around 70 children aged 3-10 years were observed in their natural play environment and 23 of them were engaged in guided-tours and meetings in backyards. The results of this research show multidimensionality of children's experiences of their play environment. The study underlines the importance of considering children's experience as competent social agents while planning outdoor play environments.

Objectives: The relative high rates of homelessness and housing insecurity among college students has become a public health concern within the U.S. This study explores the relationship between housing instability in relation to academic and mental health outcomes. Participants: College students attending a larger public university (N = 1,416 students; M age = 22.54; 47.2% Pell Eligible; 54.6% racially/ethnically minoritized students) were surveyed employing cluster-sampling in the Fall Semester of 2019. Methods: Participants completed validated measures of housing instability, mental health outcomes, and demographics. Additional measures were matched with survey responses through the Office of Institutional Research (i.e., GPA, Pell Grant eligibility). Results: Students who experienced housing insecurity and homelessness were more likely to have a lower GPA as well as poorer mental health outcomes. Conclusion: Findings highlight implications surrounding the need for housing programs and additional financial support in an effort to bolster students' academic performance and mental well-being.

In this study, we introduce a critical assessment of methodological assumptions made by researchers when using correspondence tests to measure ethnic discrimination. We aim to investigate whether (1) the order in which the applications are sent out, between the test and control person, (2) the conducted matched triad tests, in comparison to matched duo tests, and (3) the timing of application within the week, have an effect on discrimination rates. For this purpose, we made use of 2.984 matched correspondence tests across Flanders, the Dutch-speaking part of Belgium. Our findings suggest that the correspondence tests are rather robust for the variability in methodology. While these different methodological choices do affect the general invitation rates, they do not affect discrimination rates.

Inter-district racial and socioeconomic segregation continue to affect students' educational opportunities. Housing mobility programs provide a way for low-income families to access lower-poverty and higher-performing schools in nearby districts. However, changing schools is also disruptive for students. Through interviews with 67 low-income Black youth who moved from Baltimore city into the suburbs with a mobility program, we examine how students' interactions with educators shaped their school transition. Educators who provided academic and interpersonal support helped mitigate disruption by promoting students' sense of school belonging. Yet, we find significant heterogeneity in the support students received as they entered new schools.

Background: In the United States (U.S.), 77% of school district leaders reported that their students had fallen behind in their social-emotional development due to COVID-19 school closures. Although research has measured indicators of social-emotional well-being from the perspective of other informants, little is known about student perceptions of perceived changes in their socioemotional competencies and, to a lesser degree, their nonacademic needs. AIMS: The current study examined middle school students' nonacademic needs, perceptions of socioemotional competencies, and predictors of "socioemotional loss." Materials & Methods: The authors utilized secondary data from 395 middle school students gathered in August 2020 and November 2020 in one large middle school in the southern region of the U.S. Multivariate and linear regression analyses explored students' nonacademic needs, assessed changes in perceptions of their socioemotional competencies over time, and identified predictors of "socioemotional loss" during the "return to learn" period. Results: Our findings indicated that 3% to 14% of students reported nonacademic needs, with the greatest needs related to food, housing, and healthcare. Further, 48% of students reported perceived losses in their socioemotional competencies, and students formerly receiving school-based support services were those most affected (71% vs. 46%, p = 0.01). Among the subgroup reporting losses, living in a single-parent household significantly predicted socioemotional loss ([beta] = -0.16, p = 0.02). Discussion: School-based practitioners, including educators, policymakers, social workers, and mental health providers, can utilize these findings to deliver interventions to students that experienced hardships during the pandemic. Conclusion: Responding to these risks will be critical as schools adapt and intervene in response to the COVID-19 pandemic.

Background: People with learning disabilities have the right to choose where they live. However, evidence suggests people's choices are limited due to a shortage of housing. Methods: 200 Lives was a mixed methods research project, which evaluated supported living and residential care for people with learning disabilities in England; 107 people with learning disabilities took part, 77 from supported living and 30 from residential care. Findings: Two-thirds of people in supported living compared to half of those in residential care chose the place they were currently living in; however, less than half of all participants looked at another property before moving to their current house. People in supported living were significantly more likely to have chosen who they lived with. Reasons for moving mainly consisted of reactive moves following an issue with the previous living situation. Many people had not considered moving in the future. Conclusion: Findings suggest that people's choices about where to live were constrained regarding the properties on offer and who to live with. This suggests that people's housing rights were not being upheld. Support and housing providers should ensure that housing can adapt to people's changing needs and wishes over the course of their lives.

Studies have indicated that the level of autonomy of people with intellectual disability is influenced by personal and environmental factors. The aims of this cross-sectional and correlational study were to determine a correlation between the level of autonomy in adults with intellectual disability, on the one hand, and specific personal and environmental factors, on the other hand, and to determine the predictors of the achieved level of autonomy. Adults with mild and moderate intellectual disabilities (N = 128) completed self-report Autonomy subscale of The Arc's Self-Determination Scale: Adult Version and the Choice Questionnaire. Their executive functions were assessed individually. Data on participants' social skills were obtained from their caretakers using the Vineland Adaptive Behaviour Scale - Socialisation domain. The results indicated a significant positive correlation between participants' level of autonomous behaviour and their age, social skills, availability of choice and executive functions. Significant independent predictors of the autonomy level were availability of choice, type of housing, gender and age of the participants. It is concluded that it is important to apply the procedures designed to develop the skills of independent decision-making as well as support the encouragement of independent housing.

Objective: This exploratory quantitative study examined college students' social-psychological well-being during the COVID-19 pandemic. Participants: The sample included 1,723 students (undergraduate and graduate) at a public research university. Methods: Paired samples t-test were utilized to compare students' social-psychological well-being pre-pandemic, at the start of the Fall 2020 semester, and toward the end of the Fall 2020 semester. Regression analyses were utilized to identify predictors of students' social-psychological well-being at the start and toward the end of the Fall 2020 semester. Results: Students experienced a significant decrease in social-psychological well-being pre-pandemic to the start of the Fall 2020 semester and most had not returned to pre-pandemic levels toward the end of the semester. While demographics, housing arrangements, and course modality impacted social-psychological well-being, they only explained a small percentage of the variance in students' well-being. Conclusion: Students continued to experience low mental well-being during the Fall 2020 semester.

During the COVID-19 pandemic lockdown, teachers who are accustomed to teaching and preparing lessons through traditional ways have been forced to move the workplace from school to home and to shift their traditional working method to telecommuting. To understand how teachers are affected by the mandatory telecommuting, this study examined the association between telecommuting and teacher burnout and investigated the mediating role of harmonious passion and the moderating role of housing size in this relationship. Using data from 168 teachers, we tested our model and found that the extent of mandatory telecommuting not only has a direct positive effect on teachers' burnout but also positively affects burnout by decreasing their harmonious passion for work. Housing size, the physical work environment during the quarantine lockdown, moderates this indirect effect. Future research can be carried out from perspectives of considering cross-cultural contexts, exploring different moderators, such as other physical conditions or individuals' subjective feelings engendered by the pandemic situation, and investigating the impact of teachers' telecommuting on students' individual outcomes. Implications for theory and practice are discussed.

Background: People with intellectual disabilities have the right to live in the community. As social workers have an important role in decisions regarding residential settings, this study examined their recommendations regarding residential living arrangements of individuals with intellectual disabilities. Method: Using a factorial survey approach 174 social workers were presented with true-to-life vignettes and asked to provide their recommendations regarding housing in community apartments, hostels (large group homes) and meonot (large institutions). Results: Higher likelihood of recommending housing in a community apartment was associated with mild intellectual disability, lack of daily support needs, no sexual abuse history, and stated preference for a community apartment. Social workers' experience in working in a specific residential setting was associated with recommending it. Conclusions: Ongoing training on rights-based ethics and the importance of community inclusion should be provided to social workers. Further, community alternatives should be made available to all individuals with disabilities.