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Value co‐creation as a research topic has been a critical proposition of interest to a wide range of disciplines. In recent years, the field of cultural heritage has also developed a range of information practices to promote different forms of value co‐creation. While the body of literature has begun to accumulate, we still lack a comprehensive understanding of conceptual foundations and how value co‐creation is implemented in cultural heritage information practices. This paper conducted a hermeneutic literature review to understand and conceptualize the core aspects of value co‐creation in various cultural heritage information works. In particular, this paper provides a research mapping of the genres of co‐creation in cultural heritage information practices, the actors, and the roles played by the stakeholders. Further, this review provides an overview of the dominant value co‐creation models in the cultural heritage field. It distills the drivers of value co‐creation and the core value consequences that arise from a process perspective. Finally, this paper puts forward a thematic, theoretical, and methodological agenda for future work based on these findings. The review contributes to the literature by proposing an integrated conceptual framework that summarizes the core elements of value co‐creation in cultural heritage information practices. The framework also serves as a call for action, providing a general understanding of the conceptual foundation for future research. [ABSTRACT FROM AUTHOR]

Data culture/s as a research topic has begun to attract attention from a wide range of disciplines, albeit with inconsistent application of definitions, dimensions, and applications. This work builds on a call to investigate data culture/s within the information studies domain as a topic related to, but distinct from, information culture. The purpose of this study is to explore what is known about data culture/s in greater depth. We apply a retroductive approach to select and consider likely dimensions, inputs, and aspects of data culture/s in order to further map this construct to the literature, and thereby highlight gaps and opportunities to add to this body of knowledge. The initial candidate dimensions explored below include data‐related skills and attitudes, data sharing, data use/reuse, data ethics and governance, and a specific focus on Indigenous perspectives to provide insights on why and how a group may contest the emergent dominant discourse of data culture/s. Our conclusion highlights areas needing further research to fully define and examine the dimensions, inputs, and aspects of data culture/s, and calls for greater understanding and engagement with data culture/s from the information studies community. [ABSTRACT FROM AUTHOR]

The COVID‐19 outbreak led to widespread disruption and stress to people's lives. Concern about the escalation of domestic violence (DV) rates and related mental health issues soon emerged following the implementation of strategies aimed at curbing the spread of the virus. This perspective paper presents an overview of the issues, argues for greater recognition of the link between DV against women and serious emotional distress, and the need for greater awareness and knowledge about DV among mental health professionals. While we acknowledge that men also experience DV, their rates are much lower than for women and in this paper our focus is on women. [ABSTRACT FROM AUTHOR]

At times, there may be a bit too much of a I distinction between i self and culture, individual and culture, self, other and culture. Keywords: culture; infant; infantile; politics; psychoanalysis; race and gender EN culture infant infantile politics psychoanalysis race and gender 260 263 4 06/24/22 20220601 NES 220601 This brief essay takes up the interlocking themes articulated in a panel of papers by Margarita Cerejido, Karim Dajani, Orna Guralnik, and Klaus Poppersieker; all of them take up links between our varied ways of approaching culture and "the infantile." Culture, infant, politics, psychoanalysis, infantile, race and gender. [Extracted from the article]

Aim: To explore the health beliefs of clinical and academic nurses from Japan, Australia and China regarding wearing paper masks to protect themselves and others, and to identify differences in participants' health beliefs regarding masks. Background: The correct use of face masks and consensus among health professionals across the globe is essential for containing pandemics, and nurses need to act according to policy to protect themselves, educate the public and preserve resources for frontline health workers. Paper masks are worn by health professionals and the general public to avoid the transmission of respiratory infections, such as COVID‐19, but there appear to be differences in health beliefs of nurses within and between countries regarding these. Methods: This qualitative descriptive study used content analysis with a framework approach. Findings: There were major differences in nurse participants' beliefs between and within countries, including how nurses use paper masks and their understanding of their efficacy. In addition, there were cultural differences in the way that nurses use masks in their daily lives and nursing practice contexts. Conclusion: Nurses from different working environments, countries and areas of practice hold a variety of health beliefs about mask wearing at the personal and professional level. Implications for nursing policy and health policy: The COVID‐19 pandemic has sparked much discussion about the critical importance of masks for the safety of health professionals, and there has been considerable discussion and disagreement about health policies regarding mask use by the general public. Improper use of masks may have a role in creating mask shortages or transmitting infections. An evidence‐based global policy on mask use for respiratory illnesses for health professionals, including nurses, and the general public needs to be adopted and supported by a wide‐reaching education campaign. [ABSTRACT FROM AUTHOR]

The article announces the call for papers for the special issue of the journal about the culture of the American Christmas.

A call for papers about the Americas, especially those addressing broad and substantive cultural issues is presented.

The article announces the topics and submission deadline for entries to the William M. Jones Best Graduate Student Paper in American Culture Studies award to be presented at the 2024 annual meeting of the American Culture Association.

The author calls for articles or papers to be published in the journal on topics about the Americas like culture, aesthetics, history, and ethics.

Anguillid eels have been observed, studied, fished, traded and consumed by humans for centuries. As a consequence, societies have developed various cultural phenomena regarding cuisine, folklore, art, literature, legend. In recent years, however, some populations of eels have been in sharp decline across the globe, some species are now considered to be endangered, and there is an ever increasing need to share knowledge amongst the scientific, management and conservation community to protect these enigmatic fish, to reverse declines and elsewhere to prevent their occurrence. To facilitate this knowledge exchange, a congress session focussed on anguillid eels was held at the sixth World Fisheries Congress in May 2012 at the Edinburgh International Conference Centre. This special issue of Ecology of Freshwater Fish contains a number of the papers presented at the congress session, each focussed on a particular scientific problem. While the scientific study of eels is required to understand and manage eel resources, and to which end the majority of this volume is related, it is also necessary to take the cultural and social aspects of eels into account when considering how to ensure that this fascinating family of fishes has a sustainable future. [ABSTRACT FROM AUTHOR]

Writing reaction papers and journal entries has been a common assignment for multicultural courses (P. E. Priester, 2001). However, few individuals have discussed this technique in the literature in order to provide a model for those developing multicultural courses. The authors also discuss use of reaction papers to address student resistance in multicultural courses. [ABSTRACT FROM AUTHOR]

Older adults are at increased risk of pressure injuries (PIs) due to age‐related changes. Traditionally, PI knowledge and education have been delivered in hospitals and residential aged care facilities, however, there remains a critical gap in understanding how PI knowledge on prevention and management is shared with older adults and their carers living in the community. We aimed to describe the nature and characteristics of structured and unstructured PI education programs available to community‐dwelling older adults and their carers. As coping review was undertaken. We searched five databases: CINAHL, Medline, Scopus, Cochrane Library and ProQuest from 2009 to August 2023. The review was guided by Arksey and O'Malley's six‐step framework and adhered to the PRISMA‐ScR guidelines. It included primary peer‐reviewed papers published in English, which focus on PI education for older adults and/or their carers living in community settings. Data extraction was organised in a table, and findings presented as a narrative summary. One‐hundred and thirty‐six papers were screened and four included in the review. Results indicate that consideration was placed on literacy levels and cognitive status of older adults and their carers when designing PI education materials. Educational materials such as leaflets/brochures, in‐person training sessions or a combination of both were used. However, duration of these interventions varied, lasting for 1–4 weeks while others were completed over 12 months. Some improvements in PI knowledge such as how to treat PI, dietary requirements and importance of mobility were noted. However, information retention and its translation into effective long‐term behaviour change remained unclear. In conclusion, adopting a multifaceted educational approach increases the effectiveness of PI knowledge translation. Continuous education, support and reinforcement on PIs over time are necessary when interacting with older adults and caregivers to ensure long‐term management and prevention success. Conversations on PIs should start at the primary care levels when older adults and carers are visiting their GP clinics and accessing support services for other healthcare needs. Understanding older adults' and carers' literacy levels, cognitive status and cultural background can assist clinicians in designing and delivering fit‐for‐purpose PI educational interventions that are accessible, relatable and effective in promoting knowledge transfer and behaviour change. Carers are vital conduits in the care continuum. These factors will lead to a more informed, collaborative and person‐centred approaches to PI management and prevention. [ABSTRACT FROM AUTHOR]

An invitation to submit for the 2020 William M. Jones Best Graduate Student Paper in American Culture Studies is presented.

A call for papers from the "Journal of American Culture" is presented.

When talking about developing tourism in places where nature has been untouched, strong criticism has emerged, especially from naturalists, ecologists, and environmentalists. These voices advocating for 'keeping untouched places untouched' often reach many people, who then echo that opinion without necessarily knowing the territory's situation. This paper reflects the sustainable development theory and constitutes a reflective piece of writing about tourism development in the Socotra Archipelago, a place rich in biodiversity and human traditions, but geographically remote. Socotra Island, although relatively unknown, has received a great deal of attention from natural science researchers who have focused on understanding the many endemic species found on the island. However, information about Indigenous Socotri, their behaviors, traditions, and cultures—all components of a successful cultural tourism destination—is scarce. In this paper, the author reflects on current situation on the island and possibilities for future generations. Tourism may help create future possibilities for people from the island by considering a sustainable development theory. [ABSTRACT FROM AUTHOR]

While there is unequivocal agreement on the need to support families and to avoid all unnecessary separation, there are ongoing debates across policy and practitioner communities nationally and internationally, around the place of residential care within the range of alternative care services which should be available to children who need them. This paper presents the findings of a review of evidence looking at the function, quality and outcomes of residential care based on 111 papers identified for inclusion using systematic searches. The review identifies definitional ambiguity in the use of the terms 'residential' and 'institutional' care in the literature, which, alongside the different cultural, social and economic contexts, makes generalizing challenging. However, we found insufficient evidence to substantiate claims that residential care is inherently unsuitable. We identify research gaps in the literature, including in relation to quality, children's perspectives and factors that impact upon the suitability of residential care for different children, before discussing implications of the findings for research, policy and practice. [ABSTRACT FROM AUTHOR]

Threats to the health of our environment are numerous. Much research in science and engineering is devoted to documenting, understanding, and attempting to mitigate the harm itself. The root challenge for sustainability, however, is human behavior. As such, changes to human behaviors and the internal processes that drive them are also essential. Critical to understanding sustainability‐related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this topiCS issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. They engage with many domains bearing on environmental sustainability including climate change, biodiversity, land and water conservation, resource use, and design of the built environment. They coalesce around four broad themes: (a) What people know (or believe) about nature broadly and about specific aspects of nature, and how they acquire and use this knowledge; (b) how knowledge is expressed and shared via language; (c) how knowledge and beliefs interact with affective, social, and motivational influences to yield attitudes and behaviors; and (d) how members of different cultures and speakers of different languages differ in these ways. The papers also point to lessons for advancing sustainability via public policy and public messaging, education, conservation and nature management, and design of the built environment. The root challenge for environmental sustainability is human behavior. Critical to understanding sustainability‐related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. [ABSTRACT FROM AUTHOR]

Background: The terms idiot, imbecile, and moron are generally associated with notions of intelligence, having served both scientific and mundane roles across cultural‐historical contexts and in many different countries. This study seeks to explore the degree to which the use of these terms is an everyday part of our lives and to map out the meanings being attached to them. Methods: This study reports on their current usage in two arenas: within 29 academic papers published from 2016 to 2021, reporting on interviews or observations undertaken in educational contexts; and within 134 articles from four English language newspapers published in the first three months of 2021. Using a discursive and thematic approach to the analysis, it considers the degree to which these may be considered slur or taboo words, and whether they can be linked to discriminatory practices frequently experienced by groups with whom they are associated. Findings: It is evident is that people use the terms differently in different arenas. However, they see them as negative, associate them with stereotypical characteristics, are happy to apply them to others, but want to avoid having them applied to themselves. Conclusion: This study shows how widely these words are used across social contexts, and suggests that as with other historical terms for marginalized populations we need to regard them as slurs and treat them as taboo. Accessible summary: The study looked at the use of the words Idiot, Moron and Imbecile in 29 academic papers and 134 Newspaper articles.The terms were used by a many different people involved in education and in the news media.These three words are used to belittle others and people do not wish to have them used about themselves.Idiot, imbecile and moron are recognised as disapproving words, but they also act as slurs and so perhaps they ought to be forbidden. [ABSTRACT FROM AUTHOR]

Background: For adults with inflammatory bowel disease (IBD), they experience many challenges in dietary decision‐making. Thus, this study examined the perspective and experiences of adults with IBD in dietary decision‐making. Objective: This study aimed to explore the perception and consideration of people with IBD in their daily dietary decisions through monitoring, interpretation and action during the decision‐making process. Design: A qualitative study of individuals affected by IBD was conducted through semistructured interviews. Results: Twenty patients were recruited from four tertiary hospitals in Nanjing, China, and each participant completed a semistructured interview. The majority of participants reported on the process and experience of dietary decision‐making. Key themes were categorised into three stages: (1) assessing needs, preferences and food cues (monitor); (2) moving from experience to expertise (interpret) and (3) balancing expectations amidst limitations (act). The majority of participants reported that their decisions were shaped by assessing current disease status and food cues. Those interviewed with IBD were willing to make tradeoffs for bowel stability, but their decisions were also influenced by past dietary experiences and traditional Chinese beliefs. The lack of awareness of dietary guidelines was a significant barrier to healthy eating decisions. Positive or negative feelings accompanied dietary decisions. Conclusion: Although most people with IBD change their diet after diagnosis, the changes made are often inconsistent with existing dietary recommendations. Several factors can influence the dietary decision‐making process. This study will help assess the experiences of people with IBD in dietary decision‐making to encourage the formation of targeted dietary health and well‐being interventions. Knowledge of nutrition and diet should be provided in education and training programmes for IBD management. Patient or Public Contribution: The first three authors of this paper were the lead researchers in this study's design. These authors were mentored by patient researchers who also contributed to the manuscript, and the research process was co‐lead and directed by other patient participants and consultants. The results of this paper were directly obtained from patient participants. [ABSTRACT FROM AUTHOR]

This is the third of a series of papers on the stages of critical systems practice. Critical systems practice is a multimethodology that seeks to employ the ideas of critical systems thinking to intervene in and improve complex real‐world problem situations. It has four stages—Explore (the problem situation), Produce (an intervention strategy), Intervene (flexibly) and Check (on progress)—called to mind as EPIC. The aim is to set out where thinking has reached on the best way to carry out each of these stages and to invite comment on what more needs doing. This paper discusses the third stage, Intervene. It is concerned with executing a flexible multimethodological intervention in accordance with the agreement reached by decision makers, and other stakeholders, at the end of the previous stage. The theoretical and practical problems associated with multimethodological interventions are discussed, and solutions and ways forward are suggested based on the philosophy of pragmatism. [ABSTRACT FROM AUTHOR]

Nationalism studies tend to focus on a relatively closed and abstract nation. This paper addresses these features by analysing the case of Girmitiya nationalism, a nationalism in the Indian diaspora that broadens the exclusive focus on the nation. It introduces the concept of lived culture that makes the nationalism of an ethnic diaspora community concrete and specifies the interaction between global forces and local life. Using data obtained as a member of the studied ethnic community and deploying additional concepts such as ethnogenesis, Creole hegemonic nationalism, ethnification, diaspora bonding and Girmitiya ideology, the paper demonstrates the usefulness of the concept of lived culture. The concept of lived culture thus discloses the specificities of Girmitiya nationalism, while countervailing the tendency to restrict the focus on the nation and offering a route to broaden the focus. [ABSTRACT FROM AUTHOR]

Although education is framed as a future‐oriented enterprise, we often fail to serve the diverse futurities of youth, particularly in formal learning environments. The cultural norms of formal learning environments are rooted in dominant ways of being and knowing and this shapes how learning environments and learning technologies can be designed. As a result, the futures youth can envision for themselves in these spaces are often static and limited by the dominant culture. As a move toward supporting youths' diverse cultural backgrounds and experiences, we ask how youth develop relationship with culture through creating culturally centred multimedia projects. Guided by a case study approach, we collected thirty‐six remixing multimedia projects from twelve sixth graders, who created these projects for three culturally centred learning activities over a school year. Findings share one case from each learning activity to demonstrate how students represent their relationships with culture through three forms of symbolising. Implications from this work reject the settled expectations of dominant culture in formal learning environments and, instead, invite youths' knowledges and experiences through remixing with multimedia. Practitioner notes What is already known about this topic Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces. Multimedia technologies have been leveraged to engage youth with culture in the classroom. Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences. What this paper adds Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects. Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures. Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures. Implications for practice Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences. Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way. Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning environment. What is already known about this topic Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces. Multimedia technologies have been leveraged to engage youth with culture in the classroom. Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences. What this paper adds Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects. Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures. Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures. Implications for practice Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences. Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way. Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning environment. [ABSTRACT FROM AUTHOR]

This paper challenges current approaches to undertaking community‐centred disaster recovery. Community‐centred approaches are widely recognised as ‘the gold standard’ for effective recovery from disasters. Yet, they are rarely applied well enough in practice. Challenges include the ‘authority’ culture of command‐and‐control agencies, the emphasis on discrete recovery time frames, and the reluctance to relinquish centralised control. The paper focuses on people's experiences of community‐centred recovery in New South Wales, Australia, which has experienced severe fires and floods since 2019. We undertook key informant interviews and an online survey to inquire into how community‐centred recovery is enacted. Our work uncovered widespread dissatisfaction with current practices. The paper discusses key themes emerging from the research and ends with a call to change how community‐centred recovery is framed and conducted by responding organisations, to include the underlying causes of vulnerability in recovery, to measure success differently, and to alter the narrative of who ‘owns’ disasters. [ABSTRACT FROM AUTHOR]

Background: Studying in a foreign country can be accompanied by challenges, including difficulty understanding the curriculum, culture shock, and a new language. These additional challenges place international students at risk and predispose them to developing mental health problems compared to domestic student. Aims: This study explores psychological well‐being and help‐seeking behaviours of international nursing students who commenced their program onshore or in a remote learning capacity. Materials & Methods: This paper reports the findings of the mixed‐methods study. Research was conducted among international students enrolled in the Bachelor of Nursing programs across multiple campuses at two Victorian universities in 2022. Data was collected using a survey questionnaire with open‐response questions and incorporated a validated Student Stress Survey. Results: Findings indicated that international students require support financially and to settle in Australia upon arrival. Discussion & Conclusion: Participants highlighted that they require additional support to keep up with academic workloads and require further academic support tailored for international students. There was no patient or public contribution in the design, conduct, analysis or preparation of this manuscript. [ABSTRACT FROM AUTHOR]

Effectively addressing overwork culture in business remains a challenge, despite growing concerns about its negative impacts on employee wellbeing and productivity. This paper investigates corporate social responsibility (CSR) initiatives and stakeholder management promoted by large Japanese companies to address overwork culture. Based on interviews with managers and stakeholders from 31 companies, the study reveals that despite being part of CSR, overwork reduction initiatives often come into conflict with entrenched institutional pressures. These pressures are embedded in a cultural‐cognitive and institutional context that prioritises quality and cooperation over individual productivity. We argue that improving stakeholder relationships is vital for developing a healthy and productive workstyle and for reactivating institutional dynamics that are fundamental to employee wellbeing, productivity and broader social sustainability. By clarifying the role and processes of stakeholder management, this paper contributes to the discourse on overwork and CSR, offering new insights into how to effectively address overwork culture. [ABSTRACT FROM AUTHOR]

A variety of concepts in the policing literature denote a so‐called “sixth sense” that police officers claim to possess. “Intuition,” “suspicion,” or “common sense” all specify a tacit knowledge said to heighten an officer's sensitivity to danger and potential suspects. This paper argues this type of knowledge exemplifies the application of “cultural schema” (DiMaggio, 1997): a shared knowledge structure that allows people to respond to environmental stimuli in ways that render their lives more predictable. We combine two case studies—one in Canada, the other in the Netherlands—which include ethnographic field notes and 199 interviews with police officers, to reconsider the police sixth sense in light of theoretical and empirical advances in cultural sociology and cognition research. This paper further discusses the benefit of studying this sixth sense itself as a form of cultural knowledge—that is, as “police culture”—to improve our understanding of cultural resources most or least compatible with emerging police reforms. [ABSTRACT FROM AUTHOR]

This is the fourth of a series of papers on the stages of critical systems practice. Critical systems practice is a multimethodology that seeks to employ the ideas of critical systems thinking to intervene in and improve complex real‐world 'messes'. It has four stages—Explore (the problem situation), Produce (an intervention strategy), Intervene (flexibly), and Check (on progress)—called to mind as EPIC. The aim is to set out where thinking has reached on the best way to carry out each of these stages and to invite comment on what more needs doing. This paper discusses the fourth stage, Check. During Check, decision makers, and other stakeholders, evaluate the intervention, reflect on what has happened with a view to improving future interventions, and discuss next steps. [ABSTRACT FROM AUTHOR]

Discussions of the rise of therapeutic culture have tended toward the abstract, in part due to a focus on theory. This article looks at the case of Ernest Dichter's motivational research, particularly a study conducted on fur coats in the late 1950s, to locate this broader cultural shift more materially. Motivational research was a broad project of study that aimed to uncover unconscious consumer desires using the tools of psychology and psychoanalysis. This project materialized culture first through the pen‐and‐paper projective test created for the study, which sorted styles of fur into different classifications of womanhood, and second through the fur coats themselves, which were granted by Dichter a psychological agency of their own in their relationship with middle‐class women. Through this study, Dichter observed a shift in Americans' understanding of the self, a movement away from meeting physiological needs to addressing their inner lives; changing economic conditions had granted more income and free time with which to look inward, and Americans wanted consumer goods to aid in such self‐discovery. Dichter suggested that the fur industry capitalize on this change by emphasizing the versatility of fur and the role of objects more generally in fostering creative self‐expression. The advertising office was where theory was put into practice. In that way, it is a uniquely generative though often overlooked space from which to look into the rise of the therapeutic culture. [ABSTRACT FROM AUTHOR]

Introduction: Competency‐based medical education (CBME) led to the widespread adoption of workplace‐based assessment (WBA) with the promise of achieving assessment for learning. Despite this, studies have illustrated tensions between the summative and formative role of WBA which undermine learning goals. Models of workplace‐based learning (WBL) provide insight, however, these models excluded WBA. This scoping review synthesizes the primary literature addressing the role of WBA to guide learning in postgraduate medical education, with the goal of identifying gaps to address in future studies. Methods: The search was applied to OVID Medline, Web of Science, ERIC and CINAHL databases, articles up to September 2020 were included. Titles and abstracts were screened by two reviewers, followed by a full text review. Two members independently extracted and analysed quantitative and qualitative data using a descriptive‐analytic technique rooted in Billett's four premises of WBL. Themes were synthesized and discussed until consensus. Results: All 33 papers focused on the perception of learning through WBA. The majority applied qualitative methodology (70%), and 12 studies (36%) made explicit reference to theory. Aligning with Billett's first premise, results reinforce that learning always occurs in the workplace. WBA helped guide learning goals and enhanced feedback frequency and specificity. Billett's remaining premises provided an important lens to understand how tensions that existed in WBL have been exacerbated with frequent WBA. As individuals engage in both work and WBA, they are slowly transforming the workplace. Culture and context frame individual experiences and the perceived authenticity of WBA. Finally, individuals will have different goals, and learn different things, from the same experience. Conclusion: Analysing WBA literature through the lens of WBL theory allows us to reframe previously described tensions. We propose that future studies attend to learning theory, and demonstrate alignment with philosophical position, to advance our understanding of assessment‐for‐learning in the workplace. The authors' synthesis of literature that focuses on the overlap between workplace learning and workplace assessment highlights gaps and identifies key strategies for enabling "assessment for learning" in the workplace. [ABSTRACT FROM AUTHOR]

Introduction: 'Culture' is a word frequently invoked within medical education literature to explain challenges faced by learners in practice. While social settings and practices are widely acknowledged as critical influences on medical education, there is vast variability in how the term 'culture' is employed. This may lead to confusion, resulting in assumptions and oversights. Objective: This critical literature review aims to characterise how the term 'culture' is explicitly and implicitly conceptualised in medical education research. Methods: Four leading English language journals in the medical education field were searched in a twelve‐month period for research papers or reviews that mentioned culture in title or abstract in a substantive way. A content analysis was undertaken of extracted definitions. In addition, metaphor analysis was used to identify conceptual metaphors, which were subsequently clustered thematically. Results: Our search yielded 26 papers, 8 of which contained definitions, mostly from the organisational literature. We interpreted nine conceptual metaphors related to how the term culture was employed (terroir, divider, dominant force, toxic force, obstacle, microclimate, object, brand and holdall) in four categories (unchanging, powerful, can adapt around, can be used). Discussion: This critical review reveals that medical education as a field: 1) draws most explicitly from the organisational literature; 2) invokes culture in multiple means but in ways that privilege either acontextual human agency or all‐powerful social forces; and 3) regards culture as a negative or neutral force but rarely a positive one. There is a notable absence around conceptualisations of 'culture' that allow educator, student and administrator agency but at the same time acknowledge the deep forces that various social settings and practices exert. Other literatures investigating learning cultures and cultural reflexivity focus on this nexus and may provide possible means to advance considerations of culture within medical education research. This critical review of the term "culture" within medical education research literature calls for cultural reflexivity to help acknowledge both individual agency and the strong forces exerted by the social. [ABSTRACT FROM AUTHOR]

Currently, Aboriginal children are significantly over‐represented in the out‐of‐home‐care system. Drawing on Aboriginal trauma scholarship and decolonizing methodologies, this paper situates the contemporary state removal of Aboriginal children against the backdrop of historical policies that actively sought to disrupt Aboriginal kinship and communities. The paper draws on submissions to the 2018 Australian Senate Parliamentary Inquiry into Adoption Reform from Aboriginal community controlled organizations and highlights four common themes evident throughout these submissions: (i) the role of intergenerational trauma in high rates of Aboriginal child removal; (ii) the place of children within Aboriginal culture, kinship and identity; (iii) the centrality of the principles of self‐determination and autonomy for Aboriginal communities and (iv) Aboriginal community controlled alternatives to child removal. Acknowledging the failure of both federal and state reforms to address the issues raised in these submissions, the paper reflects on the marginalization of Aboriginal voices and solutions within contemporary efforts to address the multiple crises of the child protection system and the implications for the future of Aboriginal children. [ABSTRACT FROM AUTHOR]

Background: The present study aims to summarise current knowledge and identify gaps in knowledge and research regarding experience, decision‐making and information needs around parenteral nutrition, among people with advanced cancer, and their carers. Methods: This review was informed by previous methods and guidance on conducting and reporting scoping reviews. A literature search was conducted in March 2021 using Embase, Medline, CINAHL, Google and Web of Science to identify studies that examined the experience, decision‐making process and information needs of adults with advanced cancer, and their carers, who were making decisions around commencing and discontinuing parenteral nutrition. There were no date limitations, although only papers published in English were included. Results: Of the 588 papers identified, 12 papers, all qualitative, met the eligibility criteria. Despite the reported negative aspects of home parenteral nutrition, patients and carers felt the benefits outweighed these. There was variability in whether patients and carers felt involved in decisions around commencing parenteral nutrition. No studies specifically addressed information needs. Conclusions: Research is required to explore the information that patients with advanced cancer, and their carers, need to facilitate their decision‐making around commencing and discontinuing parenteral nutrition. We recommend the development of processes for obtaining written informed consent from patients commencing parenteral nutrition to ensure that core topics are discussed on initiation, enabling patients and carers to make informed decisions. Additionally, we recommend development of a national framework to inform patients and carers of the whole discharge process on PN from decision‐making to discontinuing PN. Key points: Carers would like to receive more information around home parenteral nutrition.No studies have specifically explored the information needs of patients with advanced cancer and their carers making decisions around parenteral nutrition.The best ways to communicate information around parenteral nutrition to patients and carers are unknown.Patients should be asked if they wish to involve a carer in decision‐making.Reasons for stopping parenteral nutrition are not routinely discussed with patients.The rationale for stopping parenteral nutrition should be discussed at its initiation.We recommend the development of procedures for obtaining written informed consent from patients commencing parenteral nutrition.We recommend the development of a national, standardised framework outlining the discharge process for patients with advanced cancer on home parenteral nutrition.Research is required to explore the information that patients with advanced cancer, and their carers, need to facilitate their decision‐making around commencing and discontinuing parenteral nutrition. [ABSTRACT FROM AUTHOR]

While a growing body of literature documents a decrease in stock returns with an increase in economic uncertainty, the magnitude of this decrease may differ across countries. This paper examines whether a national culture that shapes its people's views towards uncertainty can serve as an explanation if there are heterogeneous responses of the stock market responses to an increase in economic uncertainty at the country level. Using the economic policy uncertainty (EPU) index to proxy for economic uncertainty and employing an SVAR model, this paper first finds that the magnitude of a stock market's response to an increase in uncertainty varies across countries. This paper then adopts the uncertainty avoidance index (UAI) as a proxy measure of culture relating to people's views towards uncertainty and finds that the observed cross‐country heterogeneity is correlated with the degree of a society's uncertainty avoidance. The stock market index is likely to drop more in response to an increase in uncertainty in countries with higher uncertainty avoidance. [ABSTRACT FROM AUTHOR]

Family violence is becoming increasingly visible in Australia, with many state and federal governments taking on more responsibility to address family violence and its impacts on those affected. Current efforts are focused on practice frameworks, identifying and responding to risk factors, and social justice frameworks including legislating against family violence in a range of jurisdictions and addressing more broadly the structural and cultural forces that perpetuate violence and further oppress those victimised. Family violence is not unique to Australia, with prevalence rates internationally suggesting family violence occurs irrespective of country, race, age, culture, effectiveness of social policies or socioeconomic status. This paper explores relevant foundational concepts of Bowen family systems theory (BFST) as it relates to family violence and explores opportunities to evolve practice in this area. BFST offers a unique contribution towards addressing family violence, particularly in relation to the public health challenge of addressing family polyvictimisation. The paper also explores how BFST conceptualises family violence and the role of the professional in working with the family as a single emotional unit. The unique focus of BFST on observing and defining self within the emotional family unit through observation of the underlying multigenerational emotional patterns of functioning provides unique opportunities to evolve and develop both the capacity of clinicians and responses to families who are navigating the serious and challenging impacts of family violence. [ABSTRACT FROM AUTHOR]

This paper attempts to address the uncertainty of some non‐Western learners about the applicability of Bowen theory to Asian culture, as the theory was developed out of research on Western families and stresses defining self. Scepticism is due to the commonly held view that Asian families are collectivistic while Western families are more individualistic. This paper reviews the basic tenets of Bowen theory and its underlying premise that families are regulated by emotional processes that also operate in all living beings, that is, biological and universal. Bowen theory studies the emotional processes of families and how they react to anxiety. Viewed in this way, the theory certainly can be a useful framework for understanding family and enhancing family functioning, regardless of culture, ethnicity, and geography. The paper further discusses the use of Bowen theory in working with Asian families and Asian women, with case illustrations in enhancing mature and flexible practice of cultural values and increasing differentiation of self. [ABSTRACT FROM AUTHOR]

Introduction: Children living in rural, regional and remote locations experience challenges to receiving services for mental illness and challenging behaviours. Additionally, there is a lack of clarity about the workforce characteristics to address the needs of this population. Objective: To scope the literature on the rural, regional and remote child mental health and behavioural workforce and identify barriers and enabling mechanisms to mental health service provision. Design: A scoping review utilising the Joanna Briggs Institute methodology. A database search was undertaken using Medline, CINAHL, PsycINFO, ProQuest and Scopus to identify papers published 2010–2023. Research articles reporting data on mental health workforce characteristics for children aged under 12 years, in rural, regional or remote locations were reviewed for inclusion. Findings: Seven hundred and fifty‐four papers were imported into Covidence with 22 studies being retained. Retained studies confirmed that providing services to meet the needs of children's mental health is an international challenge. Discussion: The thematic analysis of the review findings highlighted four workforce strategies to potentially mitigate some of these challenges. These were: (1) The use of telehealth for clinical services and workforce upskilling; (2) Role shifting where non mental health professionals assumed mental health workforce roles; (3) Service structure strategies, and (4) Indigenous and rural cultural factors. Conclusion: A range of potential strategies exists to better meet the needs of children with mental health and behavioural issues. Adapting these to specific community contexts through co‐design and production may enhance their efficacy. [ABSTRACT FROM AUTHOR]

Background: The number of people living with diabetes is rising worldwide and a higher prevalence of diabetes has been linked to those experiencing socioeconomic deprivation. Self‐management strategies are vital and known to reduce the risks of long‐term complications amongst people living with diabetes. Lack of knowledge about self‐care activity required to manage diabetes is a key barrier to successful self‐management. Self‐management interventions can be less effective in socioeconomically deprived populations which can increase the risk of exacerbating health inequalities. The purpose of this review is to identify and synthesise qualitative evidence on the barriers and facilitators of self‐management of diabetes amongst people who are socioeconomically disadvantaged. Methods: MEDLINE, EMBASE, AMED, PsycINFO and CINAHL Plus were searched for qualitative studies concerning self‐management of multiple long‐term conditions amongst socioeconomically disadvantaged populations. Relevant papers which focused on diabetes were identified. Data were coded and thematically synthesised using NVivo. Findings: From the search results, 79 qualitative studies were identified after full‐text screening and 26 studies were included in the final thematic analysis. Two overarching analytical themes were identified alongside a set of subthemes: (1) Socioeconomic barriers to diabetes self‐management; healthcare costs, financial costs of healthy eating, cultural influences, living in areas of deprivation, competing priorities and time constraints, health literacy, (2) facilitators of diabetes self‐management; lifestyle and having goals, support from healthcare providers, informal support. Discussion: Self‐management of diabetes is challenging for people experiencing socioeconomic deprivation due to barriers associated with living in areas of deprivation and financial barriers surrounding healthcare, medication and healthy food. Support from healthcare providers can facilitate self‐management, and it is important that people with diabetes have access to interventions that are designed to be inclusive from a cultural perspective as well as affordable. Patient or Public Contribution: A patient advisory group contributed to the research questions and interpretation of the qualitative findings by reflecting on the themes developed. [ABSTRACT FROM AUTHOR]

Complex post‐traumatic stress disorder (CPTSD) was introduced in the International Classification of Diseases (ICD) 11 in 2013 to simplify diagnosis and increase clinical utility. Given the recent ICD‐11 conceptualisation, there is no standard approach for its assessment, and a review of research is necessary. This systematic review focuses on ICD‐11 CPTSD assessment in young people aged 7 to 17 and adults aged 18 and above, examining measures, differentiating features and clinical considerations. Data from five databases are reviewed using a narrative synthesis approach and the quality of evidence is assessed and discussed. A total of 36 studies involving 5901 participants recruited from clinical settings and 1458 professionals with CPTSD assessment experience were included. Studies predominantly focused on adults, and the most used measure for assessment was the International Trauma Questionnaire. Papers focusing on differentiating features highlighted increased symptom severity, impairment and difficulties in individuals with CPTSD, compared to those with PTSD across various characteristics in both young people and adults. This review also identified the importance of a sensitive clinical approach with adaptations based on culture and age. Although gold‐standard recommendations cannot be made, this paper offers tentative clinical practice recommendations and considerations regarding ICD‐11 CPTSD assessment. [ABSTRACT FROM AUTHOR]

Keratinocyte culture is a necessary and widely used tool in a variety of experimental dermatological and biomedical studies. Literature search has revealed a variety of different protocols of human primary keratinocyte isolation and culture. Therefore, the aim of this paper was to review and summarize current trends in human primary keratinocyte culture techniques. We present data on the most popular and effective methods of human keratinocyte isolation and cultivation obtained from screening of 945 papers published during the last 10 years. [ABSTRACT FROM AUTHOR]

This paper develops the critique of psychologisation by going narrow and deep into the analysis of the concept of the psychological contract. In its early incarnation, the psychological contract literature explored key elements at the heart of the employment relationship. However, in the current mainstream psychological contract literature, there are four key problems. The paper shows that these problems match on to the wider problems associated with pyschologisation. The concept of the social contract of work is put forward as a way to return productively to the original focus of the field. The social contract of work is defined as workers' implicit, collective, and socially embedded understanding of the effort bargain at work. Practitioner notes: What is currently known?There is growing concern that the increasing application of a psychological frame to the understanding of the employment relationship has important negative consequences.The concept of the psychological contract is widely used among academics and practitioners.The growing popularity of the psychological contract concept is part of the wider process of the growing dominance of psychology in the study of the employment relationship. What the paper adds?The psychological contract concept has weaknesses that are similar to the weaknesses associated with the pscyhologisation of the field of employment relations.The social contract of work is put forward as a new concept in the area.A key difference between the social contract of work concept and the psychological contract concept is that: the former prioritises collectively held understandings among workers, whereas the latter priorities individual level beliefs among workers.Another key difference is that the social contract of work concept prioritises the importance of power imbalances between employers and workers, whereas the psychological contract concept tends to overlook issues of power. Implications for practitionersWorkers' understandings of the nature of give‐and‐take obligations in the employment relationship tend to be collective rather than individual phenomena.Issues of power are important in the employment relationship, and these should not be overlooked.There are considerable limits to how far the social contract at work can be 'managed' in a top‐down manner by practitioners. [ABSTRACT FROM AUTHOR]

Problem: An important aspect of the work that takes place in and across our Aboriginal Health and Ageing research group is about building partnerships between Aboriginal and Torres Strait Islander peoples and non‐Indigenous people. Partnerships are created between colleagues and co‐researchers as well as with community Elders, Aboriginal community‐controlled organisations, community groups and associations and individuals. Setting: To fully realise this has required an introspective look at the way we function as a team of Aboriginal researchers and non‐Indigenous researchers working together. It has challenged us to explore and determine our shared visions and shared outcomes and to develop strong, enduring and authentic partnerships by putting culture at the centre of everything we do. Key measures for improvement: This wisdom‐led approach has fostered the development of a shared narrative about research WITH Aboriginal and Torres Strait Islander communities and a shared language of research collaboration. Strategies and effects of change: This paper aims to provide an opportunity to reflect on the key elements of co‐design which have underpinned our work together across cultures both within team and within community. Lessons learnt This paper will provide lived examples of the co‐design and co‐creation process utilised by our team in working with community. It will further share a model which underpins these experiences. It provides a framework to refer to and reflect upon, which commits to working with shared respect, shared meaning, shared knowledge and an enriched experience of collaboratively working and walking and learning together. [ABSTRACT FROM AUTHOR]

Qualitative research has long critiqued a simplistic association between youth parenting and poor outcomes. Despite this, the UK youth parenting policy continues to view young parents through a narrow deficit lens, focused on assumed risk rather than structural inequalities. The paper brings together the direct accounts of young parents' experiences, with ethnographic observation of practice, to argue that discrimination is the critical issue associated with being a young parent. This is then set within a wider critique of the policy framework which, it is argued, perpetuates and normalises negative ideas about young parents prevalent in political, societal and cultural processes. An integrative theoretical approach is used to highlight how a deficit lens at a policy level upholds, rather than undermines, young parents' intersectional experiences of discrimination and has ethical implications for practitioners working with them. The paper calls for a reorientation of policy which addresses and disrupts discrimination. [ABSTRACT FROM AUTHOR]

This is the second of a series of papers that present a systems approach to management from China: wuli–shili–renli (WSR). The paper focuses on an updated reconstruction of the WSR notions. In WSR 2.0, wuli is defined as characteristics and regularities of objective existence, shili as means and methods for knowing and doing and renli as principles and norms that guide collective actions toward higher purpose. Issues emerging from recent theorising and applying WSR notions are discussed. [ABSTRACT FROM AUTHOR]

This qualitative study aims to contribute to our understanding of how second‐generation immigrants negotiate their multiple identities, and construct their feelings of belonging. We focus on second‐generation ethnic Kurds, a stateless ethnic group with a complex political and social history, who have seldom been investigated in a UK context. Drawing on data from interviews with 14 Kurds living in the UK, this paper outlines the tensions in Kurds' lived experiences of Kurdish and British identity; in particular, experiences of feeling "othered" and how this manifests in relation to their identities. We found that Kurds most commonly dealt with some of the tensions they experienced from not belonging or feeling like an "other" by constructing new identities with more permeable boundaries of belonging; in this study, this was achieved through a "place‐based" identity. In sum, this paper offers a novel contribution to discourses of belonging, by demonstrating how the nuances of belonging and its lived complexities manifest in the experiences of UK‐based second‐generation Kurds, and the resultant strategies that they adopt to navigate tensions. [ABSTRACT FROM AUTHOR]

This paper addresses how unequal power dynamics in research with young children in disadvantaged communities can be negotiated through co‐reflexivity. It explores this through two different projects, the "London Study" and the "Beirut Study", which researched the play of young children from families living with disadvantage in two distinct cultures. First, we highlight similarities between both studies' methodological and ethical approaches that were designed to 'listen' to the children, ensure 'ongoing consent' and co‐create knowledge through co‐reflexivity. We then draw on data from each study to demonstrate how, in their unique contexts, co‐reflexivity was crucial to address researcher–child power dynamics. [ABSTRACT FROM AUTHOR]

Policy PointsCultural racism—or the widespread values that privilege and protect Whiteness and White social and economic power—permeates all levels of society, uplifts other dimensions of racism, and contributes to health inequities.Overt forms of racism, such as racial hate crimes, represent only the "tip of the iceberg," whereas structural and institutional racism represent its base. This paper advances cultural racism as the "water surrounding the iceberg," allowing it to float while obscuring its base.Considering the fundamental role of cultural racism is needed to advance health equity. Context: Cultural racism is a pervasive social toxin that surrounds all other dimensions of racism to produce and maintain racial health inequities. Yet, cultural racism has received relatively little attention in the public health literature. The purpose of this paper is to 1) provide public health researchers and policymakers with a clearer understanding of what cultural racism is, 2) provide an understanding of how it operates in conjunction with the other dimensions of racism to produce health inequities, and 3) offer directions for future research and interventions on cultural racism. Methods: We conducted a nonsystematic, multidisciplinary review of theory and empirical evidence that conceptualizes, measures, and documents the consequences of cultural racism for social and health inequities. Findings: Cultural racism can be defined as a culture of White supremacy, which values, protects, and normalizes Whiteness and White social and economic power. This ideological system operates at the level of our shared social consciousness and is expressed in the language, symbols, and media representations of dominant society. Cultural racism surrounds and bolsters structural, institutional, personally mediated, and internalized racism, undermining health through material, cognitive/affective, biologic, and behavioral mechanisms across the life course. Conclusions: More time, research, and funding is needed to advance measurement, elucidate mechanisms, and develop evidence‐based policy interventions to reduce cultural racism and promote health equity. [ABSTRACT FROM AUTHOR]

Vanuatu sand drawing has been listed by UNESCO since 2006 and has both fascinated and puzzled researchers from various disciplines for over a century. The inherent multi‐dimensionality of the practice makes analysis complex, and until very recently developing a systematic methodology to study this intangible art form was difficult. This paper aims to contribute to filling this gap with the analysis of a corpus of sand drawings documented on the island of Paama in 2019. A detailed methodological toolkit is proposed to better understand the complex morphology of the drawings and their multi‐layered meaning and function. This paper offers the first few steps along a journey toward designing integrated comparative methods of analysis that can not only potentiate unprecedented insights into the cultural practice of Vanuatu sand drawing, but also more broadly help us understand how worldviews, beliefs and societal structures spread across time and space. [ABSTRACT FROM AUTHOR]

Background: Globally, it is estimated that one in three adults live with two or more long‐term conditions (multiple long‐term conditions, MLTCs), that require self‐management. People who experience socioeconomic deprivation face significant health inequalities due to a range of interrelated characteristics that lead to a lack of resources and opportunities. Previous research with underserved populations indicate low levels of trust towards primary care providers and potential barriers for developing patient‐healthcare professional relationships. The purpose of this paper is to explore the barriers and facilitators to self‐managing MLTCs, amongst people who experience socioeconomic deprivation. Methods: Semistructured one‐to‐one interviews with adults (n = 28) living in London and Sheffield, United Kingdom with MLTCs who are experiencing socioeconomic deprivation. Participants were recruited through general practices, community channels and social media. Data were analysed in NVivo using reflexive thematic analysis methods. Findings: Four analytical themes were developed: (1) challenges in accessing healthcare services, financial assistance, and cultural awareness; (2) empowerment and disempowerment through technology, including digital exclusion, and use of technology; (3) impact and causes of exclusion on self‐management, including social isolation, area‐based and economic exclusion, and health‐related stigma and (4) adapting self‐management strategies, including cost‐effective, and culturally/lifestyle appropriate strategies. Conclusions: Future health interventions and services need to be developed with consideration of the combined complexities of managing MLTCs while experiencing socioeconomic deprivation. Increased awareness in practitioners and commissioners of the complexities surrounding the lives of people experiencing socioeconomic deprivation, and the need for targeted strategies to promote self‐management of MLTCs are of great importance. Patient or Public Contribution: A patient advisory group contributed to all stages of the study, including providing important feedback on study documents (topic guides and recruitment materials), as well as providing critical insights surrounding the interpretation of interview data. [ABSTRACT FROM AUTHOR]