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Purpose: The purpose of this paper is to explore the process of development of cultural knowledge and cosmopolitan identities among international management students in multicultural learning environments and to investigate how international business students develop global mindset during their studies. Design/methodology/approach: A comparative analysis was conducted within four undergraduate management and business administration programs in international higher educational institutions, based on constructivist grounded theory methodology. The empirical study is grounded in data that were collected from triangulated multiple sources: qualitative semi-structured interviews with students, faculty and student services professional (n = 95) from 23 countries, participant observation in four programs and document reviews, and were analyzed using the dimensional analysis. Findings: The study presents a global mindset development process model, which takes into the account social capital of the learners, as well as the existing and emergent social ties. Practical implications: The paper provides tentative recommendations for the steps that management educational programs and multinational companies can take to promote an environment conductive for cultural knowledge exchange. Originality/value: The paper presents the development of global mindset as a social learning process; in particular, it addresses the role social capital plays in knowledge generation and sharing in multicultural learning environment. It contributes to the understanding of cultural knowledge development in social networks. Additionally, the paper examines the feasibility of development of global mindset in international higher educational.

Purpose: The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach: Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings: The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications: A definition for "VCP" is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications: Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for "spin-through" of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value: This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants' language proficiency or intercultural skills, the present study investigates the types of language and culture strategies used by a group of student teachers on an overseas immersion programme by coding their interview responses and documenting the types of strategies reported. It also traces changes in the participants' perceptions of their strategy use before, during and after studying abroad. The findings show that while participants reported using speaking strategies and listening strategies much more than other language strategies, only a narrow range of both strategy groups are reported. Similar findings are found in their use of culture strategies. Different changes in strategy use before, during and after the immersion are reported. The paper interprets the findings. Both short-term and long-term pedagogic implications for strategy development on study-abroad programmes are proposed.

This paper reports a Spanish-American telecollaborative project through which students used "Twitter," blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using qualitative and quantitative data collection, the study explored how the application of Web 2.0 facilitated cross-cultural communication. How the use of digital technology affected the way in which the students viewed intercultural learning and peer feedback was examined. The findings showed that students viewed the online exchange as a superb venue for intercultural communication with native speakers. Through social engagements, students not only gained cultural knowledge but also became more aware of their own beliefs and attitudes toward their own culture. In addition, discussions on topics of tangible and intangible cultures afforded the opportunity to raise students' awareness of cultural norms and practices. Peer feedback helped learners increase lexical knowledge, prevent language fossilization, and acquire native-sounding discourse. The study suggests that allocating sufficient time to complete each task and making personal commitment to online contributions are essential to successful intercultural exchanges.

Transnational Asian adoptees are a unique and understudied population that potentially faces oppression and confusion. Educational institutions are often unresponsive to the needs of immigrant groups, particularly ones with unique circumstances like transnational Asian adoptees. Not only is there a gap generally in the critical and empirical literature across fields when it comes to this population, but it is almost entirely missing from the educational literature. This conceptual paper contributes a better understanding of transnational adoptees through a third space framework. We seek to critically analyze and synthesize the literature on transnational Asian adoptees. The outcome of the investigation bridges the adoption and education literature, situating it within the educational context. In doing so, we present educational implications of transnational Asian adoption that lay the groundwork for much needed empirical analyses.

Objectives: This study aimed to investigate the perspectives of international experts and Danish citizens on relevant knowledge about population-based breast, colorectal and cervical cancer screening., Methods: This was a qualitative interview study with focus group interviews with experts and Danish citizens eligible for breast, colorectal and/or cervical cancer screening. Data were collected using semi-structured interview guides, audio-recorded and transcribed verbatim. A thematic analysis was conducted., Results: Participants were nine international experts from Germany, Canada, the USA, Sweden, the Netherlands and Australia, and 54 citizens from Denmark. Most citizens had 'adequate' or 'problematic' levels of health literacy. Themes that experts and citizens agreed on were: knowledge about the disease and symptoms, practical information about screening, benefits of screening, the option of non-participation and the importance of having numeric information of possible screening outcomes. Experts agreed on the importance of knowledge about the harms of screening, but only a minority of citizens considered this important., Conclusions: The experts and citizens disagreed on the relevance of knowledge about harms of screening and agreed on other relevant knowledge., Practice Implications: What experts and citizens find important may not align when making informed decisions. Therefore, experts and citizens needs to be involved when developing questionnaires., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Objectives: This qualitative study aimed to characterize how social networks influence cardiovascular health behaviors among U.S. South Asian adults in a culturally adapted, group lifestyle intervention., Methods: A purposive sample of participants (n = 24) from the South Asian Healthy Lifestyle Intervention (SAHELI) randomized trial's intervention arm participated in semi-structured process evaluation interviews. Specific open-ended questions were used to probe participants' behavior changes, personal social networks, and social support for behavior change. The team transcribed interviews and identified themes using inductive and deductive coding, based on a theoretical model of social influence., Results: Among 24 participants (67 % female, mean age 50.5 years, 88 % foreign-born, 50 % with limited English proficiency), three themes emerged: 1) SAHELI participants and their family members provided bidirectional social support for behavior change; 2) intervention participants provided social support to one another; and 3) participants faced resistance to change from some community members., Conclusions: Behavior changes initiated during SAHELI diffused to participants' close family members. Several social network influences varied by participant gender, English language proficiency, and network member type., Practice Implications: Health professionals should ask patients about how their social networks facilitate or hinder behavior changes. Gender and cultural factors may modify how social networks influence behavior change., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier B.V.)

Based on a qualitative study, this paper explores how United States public health professionals view and think about the existing U.S. healthcare system, while also allowing these study participants to imagine new ways of structuring and practicing public health. Using semi-structured qualitative interviews, I show how public health professionals engage with the concept of "the social" and their personal experiences with public health to question the status quo. By giving public health professionals space in which to imagine changes and different ways of practicing public health, I demonstrate the effectiveness of imagination as a capacity that public health professionals possess to take the lead in creating the changes they hope for., (© 2024. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.)

Background: Obstetric violence involves the mistreatment, disrespect, and abuse of birthing people and the problem has been recognized in healthcare systems worldwide. Obstetric violence is a gendered, sex-specific form of violence against women that is a public health problem and a violation of human rights. There are an unknowable number of online posts and social media messages that describe obstetric violence experiences. There are no known studies about self-published experiences of obstetric violence in the US maternity care system., Objective: To understand the meaning of obstetric violence experiences in the US maternity care system from a naturally occurring, purposive sample., Design: A secondary analysis of the textual data from the original Break the Silence social media campaign using qualitative content analysis. The theory of social justice in nursing provided a theoretical framework. A healthcare systems approach was used for a wide-angle view of the multidirectional structure, processes, and outcome of obstetric violence., Setting: The study setting is the public Facebook page where the Break the Silence social media campaign can be seen. Break the Silence was an online activism response to the problem of obstetric violence in the US maternity care system with signboard messages posted from 31 known US states. The setting is bounded by the digital page where the campaign is published., Participants: There were 139 participants, and 11 of them posted more than one signboard message. Most participants were birthing people (n = 125) followed by doulas (n = 10)., Methods: Krippendorff's methodology for qualitative content analysis was applied to 156 signboard messages posted on Break the Silence from 2014 to 2016. Qualitative content analysis was supported by Atlas.ti 23., Results: Four themes illustrated the meaning of obstetric violence in US maternity care: 1) pregnancy and birth as a battle with healthcare providers and the healthcare system, 2) sacrifice of the maternal body normalized and assumed as a gender stereotype, 3) disrupted rites of passage from childbirth, and 4) abuse of fiduciary power by healthcare providers., Conclusions: This study demonstrated thematic meanings for the experience of obstetric violence in US maternity care with a healthcare systems approach that included structural and organizational considerations to increase understanding. Categories and forms of obstetric violence from the existing literature were expanded and strengthened by findings from this study. Themes were validated in principle with consistency in findings across the international evidence base on obstetric violence., Tweetable Abstract: The meaning of #obstetricviolence experiences is interpersonal and structural with thematic consistency across international studies., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: The Infant Mortality Research Partnership in Ohio is working to help pregnant individuals and families on Medicaid who are at risk for infant mortality and preterm birth. As part of this initiative, researchers at The Ohio State University worked to develop a patient-facing mobile app, OHiFamily, targeted toward, and created for, this population. To address the social determinants of health that can affect maternal and infant health, the app provides curated information on community resources, health care services, and educational materials in a format that is easily accessible and intended to facilitate contact between families and resources. The OHiFamily app includes 3 distinct features, that is, infant care logging (eg, feeding and diaper changes), curated educational resources, and a link to the curated Ohio resource database (CORD). This paper describes the development and assessment of the OHiFamily app as well as CORD., Objective: This study aimed to describe the development of the OHiFamily mobile app and CORD and the qualitative feedback received by the app's intended audience., Methods: The researchers performed a landscape analysis and held focus groups to determine the resources and app features of interest to Ohio families on Medicaid., Results: Participants from several focus groups were interested in an app that could offer community resources with contact information, information about medical providers and information and ways to contact them, health tips, and information about pregnancy and infant development. Feedback was provided by 9 participants through 3 focus group sessions. Using this feedback, the team created a curated resource database and mobile app to help users locate and access resources, as well as access education materials and infant tracking features., Conclusions: OHiFamily offers a unique combination of features and access to local resources for families on Medicaid in Ohio not seen in other smartphone apps., (©Natalie Perme, Endia Reid, Macdonald Chinwenwa Eluagu, John Thompson, Courtney Hebert, Steven Gabbe, Christine Marie Swoboda. Originally published in JMIR Formative Research (https://formative.jmir.org), 08.11.2024.)

Purpose: The purpose of this paper is to explore the sources of meaningfulness at the workplace, according to the perceptions of hospitality employees from different national cultures in one US-based hotel, based on Dimitrov's empirical study about the features of the humane organization. Design/methodology/approach: This was an exploratory research that employed a single embedded case study. There were 17 employees, selected via purposeful convenience sampling. The process of data gathering involved: personal statements, interviews, complete observations, and document analysis. Data were coded using open and theoretical codes. Content and constant comparative analysis was used to link the emerging themes. Findings: The respondents felt that sources of meaningfulness in the workplace are: work itself and pride in the product; the social environment; the self and spirituality at work; and becoming a humane organization. Research limitations/implications: The main recommendations for future research are to: explore the meaning of work and meaningful workplace human resource development concepts in more culturally diverse organizations in different counties and economic sectors (government and non-profit); study the national cultural differences more specifically per cultural type, utilizing systematic methodologies for cultural differentiation; and explore other study designs. Practical implications: Organizations are advised to: create flexible schedules and WFB policies; exhibit social responsibility; and broaden the cultural horizons of their workforce. Originality/value: The discussion in this paper will further enhance the understanding of international human resource development as it provides a focused review of the sources of meaningfulness in the workplace found in the study of one US-based organization, populated by the international influences of a global industry in a global world. (Contains 4 tables.)

The current article analyses the papers presented at the 2011 BELMAS Conference in order to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. Based on an analysis of 57 works presented at the Conference, it was found that the typical paper was authored by a single individual, who might originate from countries other than the UK. Additionally, the presenter is usually a university member who presents empirical and conceptual works mostly in the area of policy/reforms and headship (leadership) but not solely. Compared to the 2007 BELMAS Conference, some increase in the works authored by practitioners from schools and a variety of educational agencies was observed. A major shift between the conferences is evident in respect to the topics discussed by the presenters. Some suggestions for BELMAS end this paper. (Contains 7 tables.)

Social studies education [Sosyal Bilgiler] in Turkey has been defined as an integrated field of study after the curriculum reform over the last decade. This interdisciplinary notion of social studies education is established in the curriculum as a result of modeling NCSS (National Council for the Social Studies) standards. This new social studies movement in Turkey has taken a thematic approach and focuses on developing skills and values in the curriculum. Unlike the former curriculums, this new curriculum has adapted alternative assessment methods such as portfolios, self and peer evaluation, projects, poster presentations, and rubrics where in the past Turkish educational system has been dominated by the standardized testing. On the other hand, there have been discussions in the United States regarding the influence of high-stakes testing in diminishing the instructional time of social studies classes and instructional decisions in these classes. The purpose of this paper is to compare and discuss the influence of standardized testing on social studies education both in Turkey and the United States. This discussion may help to redefine and restructure social studies education and will consider the disintegration of the field, as has been one of the major trends in the last two decades.

A common theme in the literature on care-giving is the issue of "hidden" carers, that is, people who undertake caring roles and responsibilities, yet do not identify themselves as carers. One reason people do not recognise themselves as carers relates to the nature of the caring relationship. When providing care for a family member, intra-familial bonds of love and reciprocity do not encourage parties to view the relationship as anything other than a "normal" familial relationship. The lack of self-identification amongst young carers is complicated further by societal norms surrounding care-giving. Whereas adults are expected to provide care to other adults and children, young people are not expected to be care-givers but rather care recipients. As a result, many young carers remain "hidden" and beyond the reach of services and supports designed to help them in their caring role. This paper draws on qualitative research with young carers and service providers to explore the issue of self-identification amongst young carers. The paper concludes with recommendations for identifying and supporting hidden young carers. (Contains 6 notes.)

Purpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings: The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value: This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education. (Contains 1 table and 5 figures.)

Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments need to consist of several key factors: integration of science content with scientific inquiry, contextualization of questions, efficiency of grading and statistical validity and reliability.Through our Situated Assessment using Virtual Environments for Science Content and inquiry (SAVE Science) research project, we have developed an immersive virtual environment to assess middle school children's understanding of science content and processes that they have been taught through typical classroom instruction. In the virtual environment, participants complete a problem-based assessment by exploring a game world, interacting with computer-based characters and objects, collecting and analyzing possible clues to the assessment problem. Students can solve the problems situated in the virtual environment in multiple ways; many of these are equally correct while others uncover misconceptions regarding inference-making. In this paper, we discuss stage one in the design and assessment of our project, focusing on our design strategies for integrating content and inquiry assessment and on early implementation results. We conclude that immersive virtual environments do offer the potential for creating effective science assessments based on our framework and that we need to consider engagement as part of the framework.

The paper reflects critically on the use of arts-based approaches to (re)present ethnographic educational research data, positing that the use of these artistic genres while creating new opportunities for engaging and enacting the complexities of twenty-first century realities also pose new challenges particularly in relation to the application of a performative methodological rigour. In engaging with this issue, the author conceptually borrows in part from Boal to situate himself as "impresario-joker" and through this lens reflects critically on the performative process and performance ethic underpinning his work--as a non-artist researcher--to stage a piece of ethnographic educational research as performance art. The paper while supporting the potential of using the arts in the (re)presentation of ethnographic data, also acknowledges that the securing of its academic legitimacy requires the establishment of a performance ethic if it is to be taken seriously within the academy. (Contains 1 figure and 3 notes.)

This paper offers a comparative reflection on how two nations, the U.S. and Lithuania, are implementing inquiry-based science in elementary classrooms. The qualitative study explored how fourth grade teachers in Southern California and in Lithuania employed effective inquiry-based strategies in their classrooms. A teacher's use of questioning strategies to guide critical thinking and the role of inquiry-based pedagogy plays in promoting student engagement were commonalities in both countries. "Exercise moments", resource conservation, and "voyeuristic investigations" were noted in Lithuanian inquiry practices while pacing guides and standards coverage were prevalent issues in US inquiry practices.

This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or whether they are simply passive consumers of some technology, and unenthusiastic innovators in others. Participants in the UK (N = 6, Mean Age 20.66, undergraduate psychology students) provided their responses to a short series of face-to-face interviews using open-ended questions designed to elicit a critical exploration of their learning experience with particular emphasis on learning technologies. Participants in the US (N = 26, Mean Age = 22.38, pre-service teachers) responded to a series of short open-ended questions submitted online using asynchronous video journals uploaded to a private classroom space on YouTube. We found that young people are generally unenthusiastic users of learning technologies, which has significant implications for the educational sector in the UK and the US, as many of our participants are pre-service teachers. At a time when great emphasis is being placed on increasing student access to technologies in the classroom to enrich the learning experience, and to offer greater opportunity for understanding and discovery of information, trainee educators seem reluctant to engage with many types of educational technologies.

New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence.

The meaningful integration of technology in teaching and learning is consistently called for in all sectors of education. Recently it has appeared as a key tenet for achieving what has been termed as personalising learning. Personalising learning, a concept that addresses a range of current best-practice approaches with an added emphasis on ICT and the voice of individual learners, is becoming more prevalent in both general discussion, and in some countries, in policy regarding education. If its prevalence continues to grow, teacher educators need to consider how they too can incorporate personalising learning approaches in their courses to ensure graduate teachers are equipped with the necessary skills and knowledge to implement personalising learning approaches in their own classrooms. This paper considers the components of personalising learning and describes one approach to creating a technology-infused learning environment that has been trialled in the tertiary sector. The key focus of this trial was the effective integration of technology as an enabler of personalising learning. Findings indicate that meaningful student learning experiences can be achieved through a personalised approach which also supports the emerging tenets of effective, pedagogical use of ICT for learning. These findings led to a model of Technology for Personalising Learning (TPL) which is presented as a planning framework through which personalising learning with technology can be achieved in higher education. (Contains 1 table and 1 figure.)

This paper examines the results from a qualitative study conducted with teacher education candidates enrolled in the foreign/world language licensure programs in two different universities located in the United States. The purpose of the paper is to help us better understand how critical pedagogy and multicultural education can help meet the challenges that world language teachers experience in the teaching of culture. It draws attention to some of the complexities that exist in the integration of the "cultural standard" (my italics) in foreign/second language teacher education programs and some of the challenges faced in its implementation in the K-12 classroom setting. Although the current study took place in the United States, the growth of an increasingly global society fosters the need for increased cultural understanding and communication around the world. The researchers call for collaboration across programs, states, and countries to learn from one another and express the need to promote honest dialogue that opens the floor to discussion, different ideas and the values of others in order to challenge assumptions and transform thinking. The following are appended: (1) Student Standards for Foreign Language Learning in the United States; and (2) The ACTFL/NCATE Teacher Standards (American Council on the Teaching of Foreign Languages/National Council on the Accreditation of Teacher Education Teacher Standards).

Framed from positioning theory and dynamic systems theory, the paper reports on a naturalistic study involving four Chinese participants and their American peers in an intercultural asynchronous computer-mediated communication (ACMC) activity. Based on the moment-by-moment analysis and triangulation of forum posts, reflective essays, and retrospective interviews, this study charts out participants' positioning trajectories and identifies five discursive practices (pronouns, epistemic phrases, evaluative phrases, emoticons, and posting style) as control parameters of participants' positioning systems. The study also reveals that positioning in ACMC is multiple, emergent, and contested, defying preconceived roles and identities. Therefore, the success of ACMC can be attributed to the participants' ability to make sense and make use of discursive practices to negotiate positions and achieve positioning alignment. The pedagogical implications of positioning interrogation and positioning intervention in ACMC are also discussed.

Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research (CER), survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been used to elicit participant ideas. While surveys can increase participation and remove geographic barriers from studies, they typically lack the ability to obtain detailed, thick description of participant ideas, which are possible from in-person interviews. Minimal research in CER has examined how to harness technology to synthesize traditionally diverse research approaches to advance the field. This paper presents a novel method for interviewing research participants employing freely available technology to investigate student ideas about the purposes of conducting chemistry outreach, how success of an outreach event is evaluated, and student understanding of the chemistry content embedded in activities facilitated at events. As the outreach practitioner population comes from numerous institutions and is therefore geographically diverse, technology is necessary in order to gain access to these students. To elicit their ideas and remove barriers associated with rapport, interview tasks are adapted and implemented electronically. The description of a novel set of methods is coupled with evidence from the interviews to illustrate the trustworthiness of the data obtained and to support the method as a means to improve qualitative data collection in chemistry education research. These methods create a unique data collection environment for off-site investigations and are applicable to all disciplines, as they shed light on how qualitative research in the 21st century can increase the diversity of samples and improve the transferability of findings.

This paper reports on a qualitative research project undertaken with Y6 children. It draws on transcriptions of children's discussions; recordings of collaborative writing sessions; and the children's responses to a series of questions relating to Beanie soft toys, their origins, their intended market audience and their creator's entrepreneurial intentions in relation to the global market. The paper considers how far the children were motivated by working with popular icons as a purpose for collaborative writing. It also analyses children's stated views on the manufacturers who make, advertise and sell these types of popular toys and explores children's relationship to the consumerist ideology which surrounds popular culture.

Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the "under-participation" of people of colour, which led to the development of ethnocentric and methodologically problematical "marginality" and "ethnicity" theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated "culturally sensitive research approaches" in use to differing extents in environmental education in its widest sense: "ethnic modeling in qualitative research;" "culturing" environmental education; and community based participatory research. I conclude by making a plea for "culturally sensitive research approaches" to become inherent in all environmental education research. (Contains 7 notes.)

In this paper, we present findings from a three-year research project funded by the US Institute of Museum and Library Services that examined how advanced broadband measurement capabilities can support the infrastructure and services needed to respond to the digital demands of public library users across the US. Previous studies have identified the ongoing broadband challenges of public libraries while also highlighting the increasing digital expectations of their patrons. However, few large-scale research efforts have collected automated, longitudinal measurement data on library broadband speeds and quality of service at a local, granular level inside public libraries over time, including when buildings are closed. This research seeks to address this gap in the literature through the following research question: How can public libraries utilize broadband measurement tools to develop a better understanding of the broadband speeds and quality of service that public libraries receive? In response, quantitative measurement data were gathered from an open-source broadband measurement system that was both developed for the research and deployed at 30 public libraries across the US. Findings from our analysis of the data revealed that Ookla measurements over time can confirm when the library's internet connection matches expected service levels and when they do not. When measurements are not consistent with expected service levels, libraries can observe the differences and correlate this with additional local information about the causes. Ongoing measurements conducted by the library enable local control and monitoring of this vital service and support critique and interrogation of the differences between internet measurement platforms. In addition, we learned that speed tests are useful for examining these trends but are only a small part of assessing an internet connection and how well it can be used for specific purposes. These findings have implications for state library agencies and federal policymakers interested in having access to data on observed versus advertised speeds and quality of service of public library broadband connections nationwide. [ABSTRACT FROM AUTHOR]

Background: Women veterans, compared to civilian women, are especially at risk of experiencing intimate partner violence (IPV), pointing to the critical need for IPV screening and intervention in the Veterans Health Administration (VHA). However, implementing paper-based IPV screening and intervention in the VHA has revealed substantial barriers, including health care providers' inadequate IPV training, competing demands, time constraints, and discomfort addressing IPV and making decisions about the appropriate type or level of intervention., Objective: This study aimed to address IPV screening implementation barriers and hence developed and tested a novel IPV clinical decision support (CDS) tool for physicians in the Women's Health Clinic (WHC), a primary care clinic within the Veterans Affairs Palo Alto Health Care System. This tool provides intelligent, evidence-based, step-by-step guidance on how to conduct IPV screening and intervention., Methods: Informed by existing CDS development frameworks, developing the IPV CDS tool prototype involved six steps: (1) identifying the scope of the tool, (2) identifying IPV screening and intervention content, (3) incorporating IPV-related VHA and clinic resources, (4) identifying the tool's components, (5) designing the tool, and (6) conducting initial tool revisions. We obtained preliminary physician feedback on user experience and clinical utility of the CDS tool via the System Usability Scale (SUS) and semistructured interviews with 6 WHC physicians. SUS scores were examined using descriptive statistics. Interviews were analyzed using rapid qualitative analysis to extract actionable feedback to inform design updates and improvements., Results: This study includes a detailed description of the IPV CDS tool. Findings indicated that the tool was generally well received by physicians, who indicated good tool usability (SUS score: mean 77.5, SD 12.75). They found the tool clinically useful, needed in their practice, and feasible to implement in primary care. They emphasized that it increased their confidence in managing patients reporting IPV but expressed concerns regarding its length, workflow integration, flexibility, and specificity of information. Several physicians, for example, found the tool too time consuming when encountering patients at high risk; they suggested multiple uses of the tool (eg, an educational tool for less-experienced health care providers and a checklist for more-experienced health care providers) and including more detailed information (eg, a list of local shelters)., Conclusions: Physician feedback on the IPV CDS tool is encouraging and will be used to improve the tool. This study offers an example of an IPV CDS tool that clinics can adapt to potentially enhance the quality and efficiency of their IPV screening and intervention process. Additional research is needed to determine the tool's clinical utility in improving IPV screening and intervention rates and patient outcomes (eg, increased patient safety, reduced IPV risk, and increased referrals to mental health treatment)., (©Fernanda S Rossi, Justina Wu, Christine Timko, Andrea L Nevedal, Shannon Wiltsey Stirman. Originally published in JMIR Formative Research (https://formative.jmir.org), 25.09.2024.)

Background: Prior studies have shown that maternal deaths due to sepsis occur due to delays in recognition, treatment, and escalation of care through medical chart reviews. This study was conducted to obtain the patient perspective for near-miss and maternal mortality cases due to sepsis., Objective: To identify quality improvement opportunities for improving maternal sepsis through patient and support person experiences., Study Design: Twenty semi-structured interviews and three follow-up focus groups with patients who experienced critical illness from maternal sepsis in the United States and their support persons (when available) were conducted from May 23, 2022, through October 14, 2022. In this qualitative study, data were analyzed using inductive thematic analysis., Results: In this qualitative study of patients with maternal sepsis and their support persons, four main quality improvement themes were identified. The themes were the following: (1) participants reported a lack of awareness of pregnancy-related warning signs and symptoms of when to seek care, (2) many of the presenting symptoms participants experienced were not typical of expected warning signs of maternal sepsis, such as severe pain, overwhelming tiredness, and lack of fever (3) participant concerns were met with dismissal leading to delays in diagnosis, (4) participants experienced long-term sequelae but had difficulty receiving screening and referrals for treatment., Conclusions: The findings of this study suggest that standardized patient education about the warning signs of maternal sepsis and provider education about the presentation of maternal sepsis, improved listening to patients, and follow-up for sequalae of sepsis are needed., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Objective: Many older adults in the United States with serious persistent mental illness reside in long-term facilities, and evidence suggests increasing numbers of long-term care residents with serious persistent mental illness. Healthcare professionals in these settings may face challenges in providing care to these residents. The purpose of this study was to describe health care professionals' perceptions of the barriers and facilitators to caring for long-term care residents with serious persistent mental illness., Methods: A qualitative descriptive design was employed., Results: Ten healthcare professionals working in long-term care were interviewed. Themes that emerged from the interviews were: coming to know the individual and their unique needs takes time; offering choices and being flexible facilitates trust; respecting the inherent worth of each individual promotes caring., Conclusions: Caring for individuals with serious persistent mental illness in long-term care requires an individualized, person-centered approach., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have influenced the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: In the United States, discourse on COVID-19 vaccination has become polarized, and the positions of public health officials are met with skepticism by many vaccine-hesitant Americans. This polarization may impact future vaccination efforts as well as clinician-patient relationships. Methods: We interviewed 77 vaccine-hesitant patients and 41 clinicians about COVID-19 vaccination communication in primary care as part of a Veterans Affairs (VA) trial evaluating a vaccine-communication intervention. This paper reports the findings of a qualitative analysis focused on one aspect of those interviews—the disconnect between primary care clinicians' and patients' perceptions about COVID-19 vaccination communication and decision-making. Results: Rapid qualitative analysis of semi-structured interviews revealed fundamental differences in how clinicians and patients understood and described the reasoning, values, and concerns underlying COVID-19 vaccine hesitancy. These differences were significant and value-laden; they included negative judgments that could undermine communication between clinicians and patients and, over time, erode trust and empathy. Conclusion: We advocate for empathic listening and suggest communication strategies to bridge the divide between clinicians and vaccine-hesitant patients. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study is to identify ways in which college students use support-seeking strategies to improve mental health-related goals. Participants: Participants included college students from a Mid-Atlantic university who identified as having experienced anxiety or depression in their lifetime. Method: Using a support marshaling framework and thematic analysis, this paper analyzed qualitative responses (n = 330) that detailed individuals' experiences with network members when trying to gain support or avoid barriers surrounding their mental health. Results: This analysis revealed new support marshaling strategies specific to a mental health context. Participants frequently employed indirect avoidance strategies (e.g., decreased interaction time; 12.66%) and direct approach strategies (e.g., soliciting mental health support; 43.33%). Conclusions: College students equally experience opposition and support when trying to achieve mental health-related goals. Future research might consider which network members express support and opposition, and how these newly identified strategies apply in support marshaling contexts outside mental health. [ABSTRACT FROM AUTHOR]

Background: For many years, scholars in Physical Education Teacher Educator (PETE) have argued for the importance of educating pre-service teachers (PSTs) about equality (e.g. Evans, J. 1990. "Defining a Subject: The Rise and Rise of the New Physical Education?" "British Journal of Sociology of Education" 11: 155-169), sociocultural perspectives and issues (e.g. Cliff, K., J. Wright, and D. Clarke. 2009. "What Does a Sociocultural Perspective Mean in Health and Physical Education?" In "Health and Physical Education: Issues for Curriculum in Australia and New Zealand", edited by M. Dinan-Thomson, 165-182. Melbourne: Oxford University Press; Flory, S. B., Tischler, A., and Sanders, S. 2014. "Sociocultural issues in physical education: Case studies for teachers". New York: Rowman & Littlefield), and critical pedagogy (e.g. Fernandez-Balboa, J. M. 1997. "Physical Education Teacher Preparation in the Postmodern Era: Toward a Critical Pedagogy." In "Critical Postmodernism in Human Movement, Physical Education, and Sport", edited by J. M. Fernandez-Balboa, 121-138. Albany: State University of New York Press; Philpot, R (2015) Critical pedagogies in PETE: An Antipodean perspective. "Journal of Teaching in Physical Education" 34(2): 316-332). Despite this advocacy, we would argue that there are significant differences in how faculty teach about sociocultural issues, and for, social justice. The pedagogical actions through which PETEs do this work is the focus of this paper. Purpose: We investigated the pedagogical approaches and strategies used by PETE faculty to address and educate PSTs about social justice and sociocultural issues related to gender, race, sexuality, (dis)ability, socioeconomic status and religion in their individual PETE programs. In this study, we draw on transformational pedagogy (Ukpokodu, O. 2009. "Pedagogies that Foster Transformative Learning in a Multicultural Education Course: A Reflection." "Journal of Praxis in Multicultural Education" 4 (1), Article 4; Ovens, A. 2017. "Transformative Aspirations and Realities in Physical Education Teacher Education (PETE)." In "The Routledge Handbook of Physical Education Pedagogies", edited by C. Ennis, 295-306. New York: Taylor and Francis) as a framework for theorizing the data. Through this study, we highlight the pedagogical practices espoused as those that engender transformative learning. Data collection and analysis: Data for this interpretive qualitative research study was collected primarily through in-depth semi-structured interviews with over 70 PETEs who work in 48 PETE programs across Australia, Canada, England, Ireland New Zealand, Sweden, and the United States. Furthermore, an informational survey was used to gather demographic data of the participants. The participants, all current PETEs, had a wide range of professional experiences, which included the length of time in the profession, the type of institution employed, educational backgrounds and courses taught. Data analysis was completed using the processes of content analysis and the constant comparative method (Corbin, J., and A. Strauss. 2008. "Basics of Qualitative Research". London: Sage). Findings: Three major themes represent the findings. In the first theme, 'Intentional and Explicit Pedagogies,' we provide descriptions of the approaches and strategies used by PETEs in this study that were planned in advance of the learning experiences. In the second theme, 'Teachable Moments,' we provide examples of how PETEs utilized 'teachable moments' in implicit and explicit ways to educate PSTs about sociocultural issues. The third theme, 'Resistance and Constraints' captures the individual challenges PETE faculty faced within their courses if, and when, they teach for equity and social justice. The findings suggest that social justice struggles to find an explicit presence within many PETE programs and that educating PSTs about sociocultural issues and social justice is lacking in many PETE programs.

Background: For over four decades, there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others. Purpose: The purpose of this paper is to examine the multiple socio-political networks or assemblages in which PETE is embedded and explore how these shape the possibilities for students to engage with the concept of social justice and sociocultural issues (SCI) when learning to teach PE. Two research questions guided this study: How does an orientation for social justice education (SJE) within education policy affect the standards for enacting PETE programs? How is SJE encouraged within PETE programs?Methodology: Drawing from a broader study of over 70 key personnel in more than 40 PETE programs, we examined how faculty in PETE understand their professional world, identify their subjective meanings of their experiences, and address SCI and SJE within PETE. Data sources included an initial survey, a semi-structured interview, and program artifacts. We analyze the ways that SJE/SCI was represented in three national settings (England, the United States, and New Zealand) and identified common themes. Results: Examination of each national setting reveals ways that SJE and SCI were enabled and constrained across the national, programmatic, and individual level in each of the countries. The coherence of explicit National policy and curricula, PETE program philosophies, and the presence of multiple individual interests in social justice served to reify a sociocultural agenda. Conversely, possibilities were nullified by narrow or general National Standards, programs that failed to acknowledge sociocultural interests, and the absence of a critical mass of actors with a socio-critical orientation. These differences in assemblage culminated in variations in curriculum time that served to restrict or enable the breadth, frequency, and consistency of the messages surrounding SCI in PETE. Conclusion: These findings highlight the importance of acknowledging socio-political networks where PETE operates. The agency of PETEs to enact pedagogies that foreground sociocultural interests is contingent on congruity of the networks. The authors caution that although the 'perfect storm' of conditions has a profound influence of the possibility of transformational learning of SCI in PETE, this arrangement is always temporary, fluid, and subject to changes in any of the three network levels. Additionally, the success of PETE in enabling graduating PE teachers to recognize the inequities that may be reinforced through the 'hidden curriculum' and to problematize the subject area is contingent on the expectations of the schools in which they teach.

This paper assesses the assumption that public research-intensive universities are conforming to external pressures and demands in similar ways. By analyzing the strategic plans of public research-intensive universities in Northern Europe and North America, we identify variations in how public and private dimensions of higher education are balanced. The study includes 19 North American and Northern European universities and finds that North American universities loosely couple strategic objectives addressing separate stakeholders linked to their public and private missions. Northern European universities tend to organize their strategic priorities more tightly within a narrative of 'research excellence.' The findings suggest the nature of change in contemporary higher education and the blurring boundaries between public and private missions.

This paper outlines the findings from a research project on students' conceptions of learning in a series of international online collaborative seminars that involved partner institutions from Europe and the US. The lead institution was an international, graduate university in Europe. The study was conducted with the aim of exploring the qualitatively different ways in which graduate students conceive of learning in an international, interdisciplinary and multimodal setting. Of the 82 participants in the seminars, 42 students in social sciences and humanities volunteered to be interviewed. The transcripts were analysed using a phenomenographic approach. A hierarchical system of qualitatively different conceptualisations was created; according to which students conceptualised internationalised learning as (1) a process to integrate information, skills and knowledge, (2) international encounters designed to harness diversity of views and (3) an opportunity for interdisciplinary learning. The varying forms of fragmented and cohesive conceptions are also discussed.

This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist approach are presented. The six LTEs speak English as their mother tongue. Three aspects of constructivism are discussed: knowledge is constructed by learners; knowledge is experience based; and a strong class community is essential. They have adopted a constructivist approach because they conceptualised the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however, it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise.

The aim of the present study was to focus on how students articulate and discuss what factors influence students' decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students' bystander acts vary depending on situational factors that influence bystanders' interpretations of bullying and decision-making about how to respond to observed bullying.

The mass media has an important role in informing the general public about emerging health risks. Content-based studies of risk communication in the media have revealed a tendency to exaggerate risks or simplify science, but linguistic studies in this area are still scarce. This paper outlines a corpus based investigation of media reporting on the discovery of minute amounts of Endocrine Disrupting Compounds (EDCs) and Pharmaceuticals and Personal Care Products (PPCPs) in drinking water. There is no concrete evidence that these residuals pose any threat to human health in such minute amounts, but the natural scientific uncertainty and professional risk language surrounding contaminants have sparked considerable media attention in both the US and the UK. In fact, these have lead to Congress-level discussions about changes to the way contaminants are regulated in the US. Comparing media reports that appeared in newspaper articles, magazines and web-based media in the UK and the US with those to appear on water company and public health organisation websites, our use of quantitative and qualitative corpus linguistic techniques revealed strikingly different patterns for the language used to represent contaminants and their risks. While water organisation reports demonstrated a clear tendency to downplay the probability and severity of the risk posed by contaminants, the linguistic and rhetorical features identified in media texts place the focus on the potentiality of contaminants as an unconfirmed threat to public and environmental health. We discuss the implications of these findings for the role of the media in the communication of health risks, and for communication about water contaminants.

Background: Although exclusive breastfeeding is recommended for the first six months of life, research suggests that breastfeeding initiation rates and duration among Indigenous communities differ from this recommendation. Qualitative studies point to a variety of factors influencing infant feeding decisions; however, there has been no collective review of this literature published to date. Therefore, the objective of this scoping review was to identify and summarize the qualitative literature regarding Indigenous infant feeding experiences within Canada, the United States, Australia, and Aotearoa., Methods: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses- Scoping Reviews and the Joanna Briggs Institute Guidelines, in October 2020, Medline, Embase, CINAHL, PsycINFO, and Scopus were searched for relevant papers focusing on Indigenous infant feeding experiences. Screening and full-text review was completed by two independent reviewers. A grey literature search was also conducted using country-specific Google searches and targeted website searching. The protocol is registered with the Open Science Framework and published in BMJ Open., Results: Forty-six papers from the five databases and grey literature searches were included in the final review and extraction. There were 18 papers from Canada, 11 papers in the US, 9 studies in Australia and 8 studies conducted in Aotearoa. We identified the following themes describing infant feeding experiences through qualitative analysis: colonization, culture and traditionality, social perceptions, family, professional influences, environment, cultural safety, survivance, establishing breastfeeding, autonomy, infant feeding knowledge, and milk substitutes, with family and culture having the most influence on infant feeding experiences based on frequency of themes., Conclusions: This review highlights key influencers of Indigenous caregivers' infant feeding experiences, which are often situated within complex social and environmental contexts with the role of family and culture as essential in supporting caregivers. There is a need for long-term follow-up studies that partner with communities to support sustainable policy and program changes that support infant and maternal health., (© 2024. The Author(s).)

Aims: To elicit experiences of patients, family caregivers, and healthcare professionals in intermediate care units (IMCUs) in an academic medical centre in Baltimore, MD related to the challenges and intricacies of multimorbidity management to inform development of a multimorbidity symptom management toolkit., Design: Experience-based co-design., Methods: Between July and October 2021, patients aged 55 years and older with multimorbidity admitted to IMCUs at an academic medical centre in Baltimore, Maryland, USA were recruited and interviewed in person. Interdisciplinary healthcare professionals working in the IMCU were interviewed virtually. Participants were asked questions about their role in recognizing and treating symptoms, factors affecting the quality of life, symptom burden and trajectory over time, and strategies that have and have not worked for managing symptoms. An inductive thematic analysis approach was used for analysis., Results: Twenty-three interviews were conducted: 9 patients, 2 family caregivers, and 12 healthcare professionals. Patients' mean age was 67.5 (±6.5) years, over half (n = 5) were Black or Hispanic, and the average number of comorbidities was 3.67. Five major themes that affect symptom management emerged: (1) the patient-provider relationship; (2) open and honest communication; (3) accessibility of resources during hospitalization and at discharge; (4) caregiver support, training, and education; and (5) care coordination and follow-up care., Conclusion: Patients, caregivers, and healthcare professionals often have similar goals but different priorities for multimorbidity management. It is imperative to identify shared priorities and target holistic interventions that consider patient and caregiver experiences to improve outcomes., Implications for the Profession And/or Patient Care and Impact: This paper addresses the paucity of research related to the shared experience of disease trajectory and symptom management for people living with multimorbidity. We found that patients, caregivers, and healthcare professionals often have similar goals but different care and communication priorities. Understanding differing priorities will help better design interventions to support symptom management so people with multimorbidity can have the best possible quality of life., Reporting Method: We have adhered to the Consolidated Criteria for Reporting Qualitative Studies (COREQ) guidelines in our reporting., Patient or Public Contribution: This study has been designed and implemented with patient and public involvement throughout the process, including community advisory board engagement in the project proposal phase and interview guide development, and member checking in the data collection and analysis phases. The method we chose, experience-based co-design, emphasizes the importance of engaging members of a community to act as experts in their own life challenges. In the coming phases of the study, the public will be involved in developing and testing a new intervention, informed by these qualitative interviews and co-design events, to support symptom management for people with multimorbidity., (© 2024 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd.)

Rationale: Immigrants represent a rapidly growing proportion of the population, yet the many ways in which structural inequities, including racism, xenophobia, and sexism, influence their health remains largely understudied. Perspectives from immigrant women can highlight intersectional dimensions of structural gendered racism and the ways in which racial and gender-based systems of structural oppression interact., Objective: This study aims to show the multilevel manifestations of structural gendered racism in the health experiences of immigrant women living in New York City., Method: Semi-structured, in-depth interviews were conducted in 2020 and 2021 with 44 cisgender immigrant women from different national origins in New York City to explore how immigrant women experienced structural gendered racism and its pathways to their health. Interviews were thematically analyzed using a constant comparative approach., Results: Participants expressed intersectional dimensions of structural gendered racism and the anti-immigrant climate through restrictive immigration policy and issues related to citizenship status, disproportionate immigration enforcement and criminalization, economic exploitation, and gendered interpersonal racism experienced across a range of systems and contexts. Participants weighed their concerns for safety and facing racism as part of their life course and health decisions for themselves and their families., Conclusions: The perspectives and experiences of immigrant women are key to identifying multilevel solutions for the burdens of structural gendered racism, particularly among individuals and communities of non-U.S. national origin. Understanding how racism, sexism, xenophobia, and intersecting systems of oppression impact immigrant women is critical for advancing health equity., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)