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This paper discusses the lasting impact of the Covid-19 pandemic on research ethics in social sciences by focusing on the concept of vulnerability. We unpack the current conceptualisations of vulnerability and their limitations and argue for the need to reconceptualise vulnerability as multidimensional, consisting of both universal and contextual dimensions, as well as their dynamic interplay. Multidimensional vulnerability is inspired by and relevant to social science research during the pandemic but can also be useful in other contexts such as climate change or conflict. The paper puts forwards several considerations about how this revised concept of vulnerability may be useful when evaluating ethical dimensions of social science research. [ABSTRACT FROM AUTHOR]

This paper is a debate on why Bourdieusian scholars have never fully embraced the "Introduction/Literature review/Data & methods/Results/Discussion" (ILDRD) article format which is mainstream in North American Sociological publications. This paper attempts to argue that Pierre Bourdieu, Jean‐Claude Chamboredon, and Jean‐Claude Passeron developed a different writing format – inspired by Gaston Bachelard's "applied rationalism" ‐‐ and which became more influential among French scholars. The Bourdieu inspired different writing patterns and reasoning, I argue, can be traced in the flagship journal Actes de la Recherche en Sciences Sociales. This paper invites further debate on the differences in approaching article formats in the social sciences. [ABSTRACT FROM AUTHOR]

Academic papers in the social sciences were once more essayistic in their form. The carefree launching of concepts and ideas of academic value were the order of the day, all without the security of the present standardized paper format inspired by the natural sciences. This text draws on the most cited paper by the acclaimed scholar Carol Weiss, as an outset to discussing academic writing; why we write as we do and what we may lose by doing so. This means exploring the history of academic writing as well as discussing the complex, yet exciting, relationship between writing, identity, language, and the very process of conducting research. [ABSTRACT FROM AUTHOR]

This study presents and explains the phenomenon of indexjacking, which involves the systematic infiltration of hijacked journals into international indexing databases, with Scopus being one of the most infiltrated among these databases. Through an analysis of known lists of hijacked journals, the study identified at least 67 hijacked journals that have penetrated Scopus since 2013. Of these, 33 journals indexed unauthorized content in Scopus and 23 compromised the homepage link in the journal's profile, while 11 did both. As of September 2023, 41 hijacked journals are still compromising the data of legitimate journals in Scopus. The presence of hijacked journals in Scopus is a challenge for scientific integrity due to the legitimization of unreliable papers that have not undergone peer review and compromises the quality of the Scopus database. The presence of hijacked journals in Scopus has far‐reaching effects. Papers published in these journals may be cited, and unauthorized content from these journals in Scopus is thus imported into other databases, including ORCID and the WHO COVID‐19 Research Database. This poses a particular challenge for research evaluation in those countries, where cloned versions of approved journals may be used to acquire publications and verifying their authenticity can be difficult. [ABSTRACT FROM AUTHOR]

Traditional ecological knowledge (TEK) or local ecological knowledge (LEK) has only recently gained traction as "legitimate" science in Western academic discourse. Such approaches to inclusivity continue to face institutional, sociocultural, and equity barriers to being fully accepted in academic discourse in comparison to Western-based frameworks. Postcolonial studies have attempted to rectify this Western-domination in characterizing diverse forms of bird--human relationships. However, the integration of multiple cosmologies (worldviews) and ontologies (realities) in research or management creates challenges that we discuss. We elucidate commonalities and antithetical positions between Western-derived bird knowledge and management with that of TEK or LEK in both local and global contexts. We combine ecological/ornithological studies with key terms, theories, and methods from the social sciences to integrate the approaches and facilitate understanding. For example, we follow a "theory synthesis" approach in this conceptual paper to question epistemological and ontological assumptions of bird knowledge and how we acquire it to question, "how do we move from a decolonial approach (discussions and acknowledgement) to decolonization (action)?" This paper is a product of ongoing discourse among global researchers of an academic ethno-ornithology research lab based in the United Kingdom, who partner with global collaborators. The 3 case studies draw from ongoing research in Southeast Asia, South America, and decolonializing policy efforts in New Zealand. We analyzed these case studies using a postcolonial theoretical lens to provide insights into how Western scientists can embrace TEK and LEK and actively work to decolonize ethno-ornithology and ornithology in theory and practice. Further, we discuss perceived core tenets to equity and inclusion in community-based TEK and LEK conservation projects from the Global South. Diversity, equity, inclusivity, and justice in bird--human relations and knowledge were identified as targets for systemic change within the academic institutions of Western scientists. By recognizing, discussing, and embracing non-Western cosmologies and ontologies, non-Indigenous scientists can help influence the decolonization of ethno-ornithology, ornithology, and bird--human relations through respectful, participatory, equitable, culturally considerate, and "non-extractive" community-based initiatives in partnership with local groups. [ABSTRACT FROM AUTHOR]

In this paper we introduce the view that realism about a social kind K entails that the grounding conditions of K are difficult (or impossible) to manipulate. In other words, we define social kind realism in terms of relative frame manipulability (RFM). In articulating our view, we utilize theoretical resources from Epstein's (Epstein, The ant trap: Rebuilding the foundations of the Social Sciences. Oxford University Press, 2015) grounding/anchoring model and causal interventionism. After comparing our view with causal and principle-based (Tahko, Synthese 200(2):1–23, 2022) proposals, we motivate RFM by showing that it accommodates important desiderata about the social landscape (such as recognizing the context-relativity of social properties and the emancipatory dimension of social practice). Finally, we consider three objections. First, we tackle frame-necessitarianism (FN), the view that social kind frames are metaphysically necessary (and thus unmanipulable). Secondly, we engage with what Epstein (Epstein, Philosophy and Phenomenological Research, 99(3):768–781 2019a) calls UNIVERSALITY (the view that social kinds can hold in the absence of anchors) and we argue that it should also be resisted. Finally, we tackle a recent objection from Mason's (Mason, Philosophical Studies, 178(12):3975–3994) essentialism about social kinds. [ABSTRACT FROM AUTHOR]

This paper advocates reading philosophy and using its concepts in educational and social science research. The lengthy engagement with the various concepts and conceptual orders of poststructuralism required for post qualitative inquiry exceeds the scope of reading required for a conventional literature review at the beginning of a typical empirical research project. Reading that spans many years of an academic career does not serve the epistemological project of stabilizing what is known through recognition, representation, and summary but attends to an ontological project of re-orienting thought through experimentation, invention, and creation to enable what does not yet exist but might. [ABSTRACT FROM AUTHOR]

This article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of 'world-leading' and 'internationally excellent' research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape. [ABSTRACT FROM AUTHOR]

The current growth of competitive project-based funding (CPBF) as a funding instrument for academic science reveals that public funding plays a critical role in the spreading of the capitalist relations of production in academia. However, this issue has not been properly addressed in the extant literature. This paper examines CPBF in the light of the determinations of capitalist relations of production captured by the Marxist notion of 'formal subsumption of labour under capital'. It will then show that CPBF mediates commodity-based productive relations between funding agencies and academic institutions, and that the latter are, in turn, premised on the separation of academic labour from the objective conditions of knowledge production. It will be also demonstrated how CPBF reproduces and deepens that split, leading from the partial to the complete formal subsumption of academic labour under capital. Our analysis challenges the assumption that increased public funding will put to a halt the commodification of academia and academic research. [ABSTRACT FROM AUTHOR]

Policy PointsFaced with urgent threats to human health and well‐being such as climate change, calls among the academic community are getting louder to contribute more effectively to the implementation of the evidence generated by our research into public policy.As interest in knowledge translation (KT) surges, so have a number of anxieties about the field's shortcomings. Our paper is motivated by a call in the literature to render useful advice for those beginning in KT on how to advance impact at a policy level.By integrating knowledge from fields such as political science, moral psychology, and marketing, we suggest that thinking and acting like marketers, lobbyists, movements, and political scientists would help us advance on the quest to bridge the chasm between evidence and policy. [ABSTRACT FROM AUTHOR]

Background: This systematic review contributes to the understanding of the characteristics of built food environments that may be associated with choices of alternative protein foods (APF). Using the built food environment typology proposed by Downs et al., we investigated various environmental structures (e.g., supermarkets, other retailers, farmers' markets, restaurants, schools, and online vendors) and the characteristics that may facilitate or hinder consumers' choices. For example, facilitators and barriers may refer to the physical characteristics of environmental structures, food presentation practices, the organizational strategies or policies operating in the setting, or the actions that retailers or consumers engage in while selling, serving, choosing, trying, or purchasing APF in these environmental structures. Methods: A systematic review (PROSPERO database preregistration; no. CRD42023388700) was conducted by searching 13 databases for peer-reviewed journals focusing on the fields of economics and business, agriculture, medical sciences, and social sciences. Data searches, coding, and quality evaluations were conducted by at least 2 researchers. A total of 31 papers (36 original studies) were included. The risk of bias was evaluated with the Joanna Briggs Institute quality evaluation tool, with 24 publications presenting low risk of bias. Results: The findings indicate that perceived and actual availability facilitate consumers' APF choices across a built food environment. Several barriers/facilitators were associated with APF choices in specific types of built food environments: the way food is presented in produce sections (supermarkets), consumer habits in terms of green and specialty shopping (grocery stores), and mismatches among retailer actions in regard to making APF available in one type of food environment structure (e-commerce) and consumers' preferences for APF being available in other food environment structures (supermarkets, grocery stores). The effect of a barrier/facilitator may depend on the APF type; for example, social norms regarding masculinity were a barrier affecting plant-based APF choices in restaurants, but these norms were not a barrier affecting the choice of insect-based APF in restaurants. Conclusions: Addressing barriers/facilitators identified in this review will help in developing environment-matching interventions that aim to make alternative proteins mainstream. Trial registration: PROSPERO database registration: #CRD42023388700. [ABSTRACT FROM AUTHOR]

"Vulnerability" is now a widely used term in different settings—from politics and academia to everyday life. In response, a growing body of research has emerged critiquing and challenging the use of the concept in the social sciences. In this paper, we explore the use of the term vulnerability in research on children in out-of-home care and discuss the possible negative consequences of this—for the people involved and for the knowledge produced. Showing some of the problems involved in classifying these children as "particularly vulnerable", we argue that there is a need for more nuanced understandings of children growing up in out-of-home care. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between crisis and experience, concentrating on 'excentric positionality' in relation to the shared world, as presented in the work of Helmuth Plessner. A by-product of the 1920s Weimar Germany, Plessner's philosophical anthropology, it is argued, presents us with a forgotten blueprint for transitive and compositional approaches to the social world. Instead of the familiar 'crisis of experience' used to diagnose 'what has gone wrong', it allows us to re-learn how to work with 'the experience of crisis' itself. The latter holds the key to a different type of approach based on 'xeno-communication'. This type of communication utilizes the productive potential of crisis in its uncertainty and hesitation before a decision, showing a way to extend and enlarge experience itself. Cultivation of these 'excentric' dynamics in turn suggests new 'excentric methodologies' based on a more flexible fit between concepts and the worlds they are meant to describe. 'Excentric methodologies' constitute a type of experience-based, analytical response to the shared world. They work with phenomena across spaces and problems, analytically utilizing their joint emergence from the fundamental imbalance and discontinuity characteristic of the human environment. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to consider what safeguarding responses to discriminatory abuse and hate crime might learn from existing research on restorative justice and to drive practice development based on available evidence. Design/methodology/approach: This paper is based on a scoping review of literature using four academic databases and reference harvesting. This comprised a critical appraisal of 30 articles, which were thematically analysed to appreciate the benefits and challenges of restorative justice responses to hate crime and how this might inform safeguarding responses to discriminatory abuse and hate crime. Findings: The analysis identifies four domains where learning can be drawn. These relate to theory on restorative justice; restorative justice practices; perspectives from lived experience of restorative justice and hate crime; and an appraisal of critiques about restorative justice. Originality/value: This paper connects the emerging evidence on restorative criminal justice responses to hate crime to the "turn" towards strengths-based practices in adult safeguarding. Although this provides a fertile environment for embedding restorative practices, the authors argue certain precautions are required based on evidence from existing research on hate crime and restorative justice. [ABSTRACT FROM AUTHOR]

The article is a result of a complementary advanced publication workshop accompanying the curriculum course exercises for PhD students, on the role of ICT in the research work of a scientist. To fulfill the extended course requirements the participants decided to write relevant paper, if possible, related to their individual research endeavors and their relations to the digital world. The paper consists of a collection of short chapters written by young researchers. They express their own views, based on early research experience, relevant generally to the inclusion of critical digital age components in their theses. The chapters are only moderately consulted by the tutor in the direction of finding a common denominator related to social sciences. [ABSTRACT FROM AUTHOR]

The Notre-Dame de Paris fire offers anthropologists in the field of critical heritage studies a rich opportunity for fieldwork and conceptual innovation. This paper examines the social repercussions of a monument's destruction, ranging from emotional responses and public involvement to local and global consequences. The paper also includes the project lines of a broader comparative survey on reactions to the destruction of cultural heritage. A team of social scientists created a comparative grid in order to describe and analyze a series of case studies: Notre-Dame de Paris (France, fire in 2019), the National Museum (Brazil, fire in 2018), Notre-Dame de la Merci (France, fire in 2017), and Coventry Cathedral (UK, bombed in 1940 during WWII). The comparative grid is as follows: - Practices and Reactions: Emotion and Mobilization Regimes Heritage disasters provoke a wide range of privately and collectively expressed reactions that frame these events as a social construction. How do citizens and institutions navigate the outpouring of emotion elicited by the destruction of a monument? - Consequences: The Nature of Heritage Items and Their Social Impact Laypersons and authorities assign different meanings to heritage items according to their cultural and political significance and material and intangible features. How does such representations of a ravaged monument influence its reconstruction process and future relevance? - The Social Fabrication of Memory and Narrative The destruction of a heritage object rapidly triggers a series of narratives, including legal documents and authorities' statements, that constitute a textual memory of the disaster. What standards define catastrophe narratives, and what do their retellings of the event reveal or obscure? - Heritage in Crisis: Catastrophe as Social Construction of Heritage Fragility Heritage is by nature fragile and requires continuous preservation. How does the destruction of monuments galvanize collective representations of the endangerment of heritage? - Temporality and Spatiality: Catastrophe as an Event in Time and Space Although the destruction event is often short-lived and localized, it reveals enduring values and concepts of past and future, as well as geographic place. How are temporality and spatiality reimagined after the loss of a heritage object? - The Right to Heritage: Reconstruction, Citizenship, and Cultural Policies Although often conceptualized as isolated events, the destruction of heritage objects is deeply embedded in their economic, cultural, and social context. What do the destruction and reconstruction of heritage reveal about power dynamics and economic inequalities? - The Limits of Reflexivity: Researchers as Actors Facing the Politics of Mourning As researchers, balancing personal commitment with heritage and ethical scientific inquiry is crucial to sound analysis and to the validity of research results. How should scholars simultaneously manage the experience of and the study of emotional responses such as rage or grief? This paper illustrates these points using vignettes from selected case studies. The project is part of the working group EMOBI, a broader ethnographic project on collective emotions and mobilization following the Paris cathedral fire (social sciences working group of Chantier Scientifique Notre-Dame , supported by the CNRS and the Ministry of Culture). The goal is to provide a comparative study of the stakes and repercussions of devastated heritage. [ABSTRACT FROM AUTHOR]

This paper draws on Bernstein's educational sociology to illustrate how a language-focused "subversive" pedagogic approach (Martin, 2011) was systematically realised through classroom interactions. While educational inequalities are often addressed at the level of policy and budgets, this paper provides a perspective on inequality and differentiated student outcomes within the classroom. Our research context is Australia, where we have a seemingly intractable gap between mainstream educational outcomes and those of disadvantaged groups. We present a study on how teachers' conscious pedagogic choices worked to support marginalised students. The participatory research focused on a series of science lessons, conducted in a suburban primary school, with a high proportion of students of refugee background. We explain how, in collaboration with teachers, we reframed Bernstein's abstract notions of regulative and instructional discourses into practical, intentional pedagogic strategies. We describe how these strategies were named and implemented, how they became a shared heuristic for the research team, and the empowering effect they had on teachers and students. The study demonstrates the potential of bringing educational and linguistic theories into practice as classroom pedagogic dialogue, with the empowerment of marginalised students in mind. [ABSTRACT FROM AUTHOR]

The political, social, and institutional environments in which contemporary universities operate have changed rather dramatically over the past two decades in ways that threaten the resilience of the academic core, both in its ability to map knowledge comprehensively and also to maintain a balance between the branches of the humanities, social sciences, and natural sciences. This paper traces historical changes (2003–2019) in the academic core of two "flagship" research-intensive universities located in Northern Europe. The results show that some branches of the academic core are undergoing dynamic processes of program churn that make them resilient. Furthermore, the data show that this resilience is enabled in large part by bridging different branches of knowledge by establishing what we term interbranch programs. In addition to the abovementioned findings, the paper links ongoing discussions regarding change in HE systems and institutions to the literature on organizational resilience, and it advances insights for a possible future theory of how adaptation plays out in the academic core over time. [ABSTRACT FROM AUTHOR]

Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader‐colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing how this is possible and easily reproduced is through a consideration of how renderings and representations of "place" – the complex entanglements of lands, histories, and identit(y/ies) – mediate both how (a) invasion can be normalised as a historical, geographic, and political "placial" reality, and (b) students and teachers might experience education in and of place. Indeed, "place" is a central guiding concept in official curriculum policy just as much as place is an experienced curriculum both within the school and in the broader world. In this respect, this paper looks to unpack how the concept of place is represented in curriculum policy and the attendant assumptions and implicit discourses that this (re)produces about the experiences of people in/of invaded place. Through a look at the coming revision to the Humanities and Social Science's learning area of the Australian Curriculum, I look to how the curriculum as policy frames place as synonymous with invader place epistemically and how this mediates what students can know and themselves feel about the embodied experience of learning about/in/of place. [ABSTRACT FROM AUTHOR]

The evolving media ecosystem underscores the pressing need for media literacy within the population. Numerous academic research initiatives typically focus on competencies such as mobile device management and the identification of fake news on social networks, among others. This paper seeks to uncover how academic research tackles advertising literacy, a facet of media literacy that promotes the development of critical consumers. Advertising literacy is increasingly recognised as a crucial competency in today's world, given the ubiquity of advertising messages and their potential to influence purchasing decisions, worldviews, and cultural perceptions. A systematic review was conducted, drawing on both quantitative and qualitative methodologies, of articles on the topic published in Social Science academic journals indexed in Scopus. Significant findings suggest that advertising literacy has been a subject of analysis for over three decades, and that journals publishing on this topic, along with the affiliations of authors, are predominantly based in Europe and the United States. Additionally, it was observed that applied research, especially surveys and experiments, has superseded theoretical research in the analysis of this subject. The studies practical implications, alongside their theoretical contributions, are noteworthy. The conclusion drawn suggests that advertising literacy is a research area with substantial growth potential, warranting the attention of the educational and media industries. [ABSTRACT FROM AUTHOR]

Pregnant women often turn to the internet as a primary source of pregnancy-related information. However, there is great concern about the accuracy of health-related information on the internet, making research on women's internet behaviours and decision-making critically important. Previous research has been conducted within a number of distinct but related fields, yet existing review papers have often failed to connect across the various disciplines. This review aims to synthesise the large and cross-disciplinary body of literature on women's health information-seeking internet behaviour regarding pregnancy and childbirth. A narrative literature review, which includes research from both health and social sciences, was conducted. Findings address the 'who, where, what, why, and how' of information-seeking behaviour on the internet, with suggestions for future research in each area further discussed. Additional research which addresses the remaining gaps in the literature can help providers be more aware of their patients' informational needs. Providers can be an important source of information, while also helping guide their patients on how to evaluate information. Enhanced patient portals and communication platforms can help to provide more timely and reliable information. Providing their patients with guides can be important for fostering enhanced health literacy. [ABSTRACT FROM AUTHOR]

Introduction: The use of active learning methodologies, such as the Flipped Classroom, is being applied more and more frequently in various areas of knowledge, obtaining good results. In the teaching of Social Sciences, these methodologies can help to combat the demotivation sometimes experienced by students. This paper presents and analyzes a didactic intervention for the implementation of the Flipped Classroom in Primary Education, to teach Social Sciences. Method: The didactic intervention designed has consisted of the creation of seven videos to develop the didactic unit “Revolution and restoration”” to develop this subject through the Flipped Classroom methodology. The intervention was carried out on a sample of 76 students, divided into three groups/classes. To analyse the results of the intervention, academic results, participation in the activities and the students’ evaluation of the intervention were taken into account. Results: The results obtained show an improvement in the academic performance of the students, who obtain an average of 1 point in their classifications, compared to the didactic units in which the methodology is not applied. It also shows an increase in motivation and a greater and better use of ICT tools. Conclusions: The analysis carried out allows us to conclude that the application of this methodology generates an impact of improved academic results, and in turn, encourages motivation and creativity in the students participating in the intervention, turning the learning of this subject into a more dynamic and motivating process. [ABSTRACT FROM AUTHOR]

The multiple problems that the planet is currently experiencing—climate crisis, conventional and unconventional wars, planetary disenchantment with political systems, growth of inequality, increase in all kinds of intersectional violence, destructuring of the political economy of morality, etc.—are not a favorable scenario for thinking about hope. This paper nevertheless offers a summary presentation of the sociology of hope, presenting some of its central sources and components as well as a proposed study agenda for the future. This article seeks to foster discussion of what could be the central axes of a sociology of hope. To achieve this purpose, the following argumentative strategy was chosen: (a) the "place" of hope is explored in some classics of sociology, (b) the central components of a sociological investigation of hope are synthesized, and (c) an agenda is presented as a summary for a future development of a sociology of hope. The article seeks to draw attention to the urgency of hope as an important element for the future of sociology and social sciences in the twenty-first century. [ABSTRACT FROM AUTHOR]

The concept of "environment" is ambiguous in social theory. Sometimes it is wielded like a "tyrant" which moulds subjects as if they were a simple reflection of its environment; other times it is treated as if the environment is a "slave" of subjects whose agency can transform it. This paper reflects on the complex interaction between people and their environments. Social theory cannot establish a univocal, abstract, final explanation of the influence of the environment on people's behaviour and identity. Each environment will have a situational configuration that will have different consequences depending on other biological and cultural traits of the subject. Each specific situation must be analysed empirically to understand this complex interaction. The subject-environment mismatch creates "social folds" — that is wrinkles which open new social spaces and enable freedom. The modulation between environment and subject creates risks to freedom, but also liberating opportunities. [ABSTRACT FROM AUTHOR]

Social exclusion has been faced in modern societies as a phenomenon to be prevented in terms of equality. However, it can also be explored in past societies, where some individuals could confront situations of marginalization and exclusion. Previous scholars have accepted or rejected the existence of social exclusion in Ancient Egypt, although none of them has employed a theoretical framework to study it. This paper shows social exclusion as a phenomenon present in Ancient Egypt, analyses the available Egyptian evidence from a theoretical basis inherent to the social sciences, especially Sociology, and applies it to two case studies. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the potential of dialectical pluralism (DP) for nursing knowledge development. Nursing scholars have discussed ways of developing nursing knowledge, exploring the fit and relevance of various worldviews for knowledge development and examining the dynamic and perpetual processes of knowledge development. Scholars have argued that knowledge development occurs under a certain worldview to which the researcher adheres. Many nurses employ various worldviews, which can give rise to ontological and epistemological conflicts. DP can help nurses appreciate the diversity of worldviews and recognize the importance of implicit worldviews to generate more practical nursing knowledge. DP as a philosophical approach can enable nurses to communicate between diverse worldviews, become tolerant of conflicting differences, and develop an array of nursing knowledge. [ABSTRACT FROM AUTHOR]

The ageing European population is driving the demand for age-friendly communities that support older individuals' health and well-being. As communities navigate this transition, Transition Design emerges as a promising approach for addressing complex social and environmental challenges. This study explores the potential of Transition Design to create age-friendly communities in Europe. Drawing on examples from several European countries, this paper describes the key principles of Transition Design and how they can be applied to the development of age-friendly communities. This article highlights the importance of participatory processes in involving older people and other stakeholders in the design process, and discusses the role of technology in creating more accessible and inclusive environments. It also considers some of the challenges of implementing a transition design approach in a European context. In conclusion, this study asserts that Transition Design offers a promising approach for creating sustainable, inclusive, and responsive age-friendly communities. [ABSTRACT FROM AUTHOR]

Referring to Habermas' groundbreaking book 'The structural transformation of the public sphere', the article discusses contemporary transformations of higher education and science. In order to do so, in a first step a post-Habermas perspective will be developed, which implies two changes to the theoretical foundations guiding Habermas' analysis: On the one hand, we are in the midst of a social transformation that has led to a pluralization of the understandings of the public – that is, publics. The representation of society in society no longer finds a homogeneous form; it takes place only within the framework of different partial publics. These publics gain importance for different types of organizations (companies, public administrations, NGOs, etc.). This is where the second change to Habermas' concept comes in because, on the other hand, from the perspective taken in this paper, such publics are constructs of the organizations themselves, that is, imagined publics. The fruitfulness of such a post-Habermas perspective on the public sphere will be illustrated by focusing on higher education and science. Universities as the organizational embodiment of higher education and science, not only represent a discursive space in the public sphere, but they are also increasingly transformed into strategically acting organizations that imagine and actively shape the publics that are relevant to them. Four examples will be used to present empirical observations that emerge from the theoretical perspective proposed here. These examples, however, require more in-depth investigations and only serve as illustrations for a new research agenda on 'imagined publics'. In the end of this contribution, it is asked how far-reaching the discussed change processes towards universities as strategic organizations are, and what consequences result concerning a discursive and communicative understanding of universities. [ABSTRACT FROM AUTHOR]

The present study is based on the analysis and conclusions in a preceding paper by the author. Major interpretations of epigenetics are considered - social-ecological, biomedical and bioethical, - as well as their impact on social sciences and humanities, policies and opportunities for human development. The following important conclusions are formulated: firstly, epigenetics can be a stimulus to reform social sciences, as well as for policies aiming at purer environment, less poverty and social inequality, more freedom and less violence; (2) one-sided and implicit biomedical interpretation of epigenetics not only does not solve but intensifies existing problems relating to health and wellbeing of people in contemporary societies; (3) this however does not mean rejecting the biomedical approach but finding it's appropriate and balanced place in the context of functioning ecological and social policies; (4) practices and behavioural models that epigenetics determines as sensitive presuppose respective responsibilities on the part of various subjects - organisations, institutions and pdrticular individuals. A critical evaluation is necessary of attempts to reject responsibilities as well as of their imballanced distribution among various subjects. [ABSTRACT FROM AUTHOR]

This paper compares publication practices among social scientists from northeastern Mexico who were trained within the country or abroad. It focus critically on late regional scientific development (2000-2020) under the influence of a national academic evaluation scheme strongly aligned to the global publication system. A quantitative analysis was carried out on a selection of self-reported scientific production by a sample of researchers. It was found that both profiles have assimilated the hegemonic publication criteria. Also, that those trained abroad generally have better performances (some linked to their social capital). But, nonetheless, regional collaborations that could contribute to a sustainable local scientific practice are moderately more frequent in locally trained researchers. [ABSTRACT FROM AUTHOR]

PhD (non-)completion rates have been considered important criteria with which to evaluate the effectiveness of doctoral programmes and of universities' performance. To date, there has been a lack of qualitative studies on the voices and experiences of funded international students who discontinue doctoral research degrees. This paper uses qualitative methods and six themes of a life course perspective to uncover the 'hidden' experience of international Vietnamese students who dropped out of funded doctoral programmes in social sciences and humanities. Its findings suggest that linked/independent lives and the timing of live themes helped to understand reasons for international doctoral students to drop out, which underline their engagement with research networks, academic identity and familial responsibilities. Meanwhile, the consequences of dropout illustrate the intersections of five themes: linked/independent lives, development risk and projects, the timing of lives/interplay of human lives and historical times, and diversity in life courses. The five themes capture diverse life trajectories and forms of agency developed by PhD non-completers while negotiating social pressures and institutional politics in their home institution as well as their perceptions of well-being and life priorities. Their life trajectories and forms of agency are gendered and culturally specific, with female non-completers being more active in searching for and building back their 'agentic orientations' through learning new skills, entering motherhood or leaving academic institutions. These findings are useful for reflecting on the current supporting structures, especially mental health support, for international doctoral students and supervisor training. [ABSTRACT FROM AUTHOR]

Collaborative research papers are widely acknowledged to be more impactful than single‐authored studies in higher education amidst subject area known to alter citation counts. While preceding studies have mostly recognised these two as the antecedents of research impact separately, it needs to be clarified whether the interaction of research area and type of collaboration causes any moderation. Comprehensive knowledge of differences in impact caused by a certain combination of type and area is important because, if citation impact is associated only with a particular combination, the impact‐based research stimulation programs without regard to combination consequences may be cost‐ineffective if not self‐destructing. This study investigates how research collaborations in academia impact the productivity and impact of university faculty. The focus is on the impact variation due to the type of academic collaboration (internal, domestic, international) and the research area. For the empirical test of this study, publicly open data from 1368 faculty in one of the leading Russian higher education institutions—HSE University. Results have two‐fold nature. STEM (Science, Technology, Engineering and Math) researchers are more likely to collaborate with domestic co‐authors. This result accentuates the specifics of the academic traditions in the research areas highly recognised for having a long and successful history and worldwide impact on science. The collaborations built on international coauthorship are associated with higher publication visibility rates for researchers from emerging fields in Russia, like those in social sciences and humanities, whereas institutional collaborations are found to be positively related to the share of cited documents. This article sheds light on the differences in academic collaboration mechanisms influencing research productivity and impact in two distinct research areas. It invites revisiting policies stimulating collaborative activities in universities, demonstrating their potentially discrepant consequences. The study's substantial contribution also refers to the use of panel data on personal attributes, research productivity and impact, which is a rare case for research collaboration studies. [ABSTRACT FROM AUTHOR]

In this paper, we present the results of a scoping review in which we examined the scientific literature (2010–2021) on faith-based organizations (FBOs) working within the field of poverty alleviation, focusing on the way studies define and use the term FBO. Fifty-two relevant studies were identified and included. Our research shows that the term FBOs is primarily used in American studies. Moreover, there is no broad consensus on the exact definition or meaning of the term nor on its scope. Because of this lack of consensus and the inherent shortcomings of the term, we suggest to replace the term FBO by the term "religion-based solidarity initiatives" (RSIs), We define RSIs as: "Initiatives that, from a religious inspiration, aim at organizing collective action for and/or providing support or services to people in vulnerable positions." These initiatives can range from small scale ad hoc initiatives till large scale formal organizations. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a seven-year longitudinal survey conducted from 2016 to 2022, examining e-book acceptance among first-year undergraduate students in the information management program. Targeting students who were new to their educational journey and had minimal exposure to academic contexts, the study used convenience sampling to gather data from 301 participants. Employing the Technology Acceptance Model (TAM), we assessed four dimensions of e-book acceptance: Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention to Use E -books. A Confirmatory Factor Analysis (CFA) validated these dimensions, indicating a robust model applicable to a broader undergraduate student population. The results highlighted strong interrelations among these factors, with significant implications for academic librarians. Notably, from their initial exposure, students associated e-books primarily with a source of new information, rather than as a time-saving tool. Although e-books were perceived as easy to use, this aspect did not strongly influence students' attitudes and intentions to use them as much as their perceived usefulness did. The study reveals that students, particularly in social sciences, have long viewed e-books as a vital technology for exploratory knowledge acquisition. While they perceive e-books as easy to use, this perception likely stems from their habitual use for managing learning activities, rather than from recognizing any added value of the technology itself. [ABSTRACT FROM AUTHOR]

• Judith Rich Harris' Nurture Assumption has had a profound impact on the understanding of human development. • I detail how JRH's scholarship has altered my approach to the study of crime and criminals. • I discuss how the field of criminology has remained steadfast in their resistance to JRH's work. The Nurture Assumption by Judith Rich Harris was a revolutionary book that called into question the family socialization literature and the conventional ways in which parenting is typically studied by social scientists. In the 25 years since it was first published, the key arguments set forth in The Nurture Assumption still remain on the margins of most fields of study and not fully integrated into individual research agendas. In this paper, I focus on how Judith Rich Harris has impacted my scholarly thinking and my academic career as a criminologist. In doing so, I discuss the ways in which Judith Rich Harris' views can guide criminological thinking and the reasons why the field of criminology has been and continues to be resistant to her and The Nurture Assumption. [ABSTRACT FROM AUTHOR]

Multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) is a new approach to quantitative intersectional modelling. Along with an outcome of interest, MAIHDA entails the use of two sets of independent variables. These include group demographics such as race, gender, and poverty status as well as strata which are constructs such as Black female poor, Black female wealthy, and White female poor. These constructs represent the combination of the demographic variables. To operationalize the approach, an initial random intercepts model with strata as a level 2 context is specified. Then, another model is specified that includes the strata as well as the demographic variables as level 1 fixed effects. As such, it is argued that MAIHDA uniquely identifies the additive and intersectional effects for any given outcome. In this paper we show that MAIHDA falls short of this promise: the strata are an individual-level composite variable not a level 2 context. Rather than being analogous to neighborhoods as contexts, strata are analogous to socio-economic status which is a combination of individual-level demographic variables, albeit often presented as a group-level characteristic. The result is that the demographic variables are inserted in both level 2 and 1. This duplication across the levels in MAIHDA means that there is a built-in collinearity across the levels and that the models are mis-specified and, therefore, redundant. We conclude that single-level models with the demographic variables and interactions or with the strata as fixed effects are still the more accurate models for quantitative intersectional analyses. • There has been limited analysis of the MAIHDA method. • We compare MAIHDA to traditional HLM. • We show that strata are a level 1 composite variable not a level 2 context. • We identify duplication and collinearity in this approach. • We advocate for single level models in quantitative intersectionality. [ABSTRACT FROM AUTHOR]

• Research integrity is understood in terms of academic and professional integrity. • Honesty, responsibility, and respectfulness are important researcher values. • Limited presence of research ethics committees. • Human participant research ethics is an individual responsibility. Central Asian (CA) countries have been actively developing their research and knowledge production systems. However, inconsistent alignment with international research ethics norms creates challenges for researchers in CA to equally participate in global knowledge production. Based on quantitative survey responses of 296 social science researchers from Kazakhstan, Uzbekistan, and Kyrgyzstan, this paper explores social scientists' understandings of international principles and practices of human participant research ethics. The findings show that CA social science researchers focus on a broad understanding of research integrity, focused on academic and professional integrity. The respondents highlighted the importance of individual researcher values such as honesty, responsibility, and respectfulness. With only 35 % of the respondents reporting the existence of a research ethics committee (REC) at their institutions, most respondents believe that human participant research ethics are an individual rather than an institutional responsibility in Central Asia. This study has implications for developing research and policy in other post-Soviet and emerging research contexts. [ABSTRACT FROM AUTHOR]