Search

This paper aims to analyze the evolution of the trilateral trade relationship between Mexico, the United States and China, and its main characteristics, from 1993 to 2020, through the application of vector autoregressive (VAR) models at different points in time. More specifically, trade links between these economies have been transformed from a first phase of little significance to a second phase with profound interrelationships since 2001, and finally to a current consolidation stage, despite the current increasingly complex environment. [ABSTRACT FROM AUTHOR]

In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.

Motivating effortful behaviour is a problem employers, governments and nonprofits face globally. However, most studies on motivation are done in Western, educated, industrialized, rich and democratic (WEIRD) cultures. We compared how hard people in six countries worked in response to monetary incentives versus psychological motivators, such as competing with or helping others. The advantage money had over psychological interventions was larger in the United States and the United Kingdom than in China, India, Mexico and South Africa (N = 8,133). In our last study, we randomly assigned cultural frames through language in bilingual Facebook users in India (N = 2,065). Money increased effort over a psychological treatment by 27% in Hindi and 52% in English. These findings contradict the standard economic intuition that people from poorer countries should be more driven by money. Instead, they suggest that the market mentality of exchanging time and effort for material benefits is most prominent in WEIRD cultures., (© 2024. The Author(s).)

Age group typically identifies millennials – those born between 1982 and 2004. Yet our research challenges the designation based on age group by considering this population in the context of an individual's citizenship or culture. Based on tenets of social identity theory, we explore a citizen's personal value orientation and cognitive moral reasoning to discover commonalities or differences across individuals from eight countries. We report wide variations among citizens' personal value orientations and principled moral reasoning despite being borne within an identified age group. We conclude that an individual's geographic context is a stronger classification descriptor based on values and moral reasoning than their age-based generational categories. Implications for business practice and scholarly research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%-24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening.

Objective: Despite a growing literature on the impact of economic nationalism on public attitudes toward foreign direct investment (FDI) inflows, public attitudes toward U.S. FDI outflows have been overlooked. We examine U.S. residents' attitudes toward FDI outflows to two host countries viewed unfavorably by the American public, Mexico and China, and the extent to which providing accurate information on FDI flows between the United States and these countries affects the biases toward American investment in these countries. Methods: We implemented a vignette experiment on respondents from 11 southern states in the United States. Results: We find little support for the existence of bias toward Mexico or China as destinations for American investment, nor do we find that providing accurate information on bilateral FDI flows affects perceptions of U.S. FDI outflows to these countries. Instead, individuals' economic self‐interest and sociotropic concerns influence their attitudes toward FDI outflows. Conclusions: Individuals' preferences toward U.S. FDI outflows are not shaped by biases toward investment destinations but by their concerns regarding the economic and security consequences of American overseas investment. [ABSTRACT FROM AUTHOR]

Background and purpose: Social engagement is an important active aging strategy to promote older adults' mental health. The purposes of this study were to compare social engagement in older populations around the world and explore associations with mental health outcomes. Materials and methods: An international cross‐sectional survey was conducted from 2017 to 2019. Data were retrieved from The International Social Survey Programme for a secondary data analysis across 30 countries. This study applied the Taxonomy of Social Activities and its six levels as operational definitions for a consistent concept of social engagement for international comparisons. Results: In total, 9403 older adults with a mean age of 72.85 ± 6.40 years responded. The highest levels of older adults' social engagement were found in Switzerland, Thailand, and New Zealand. Older adults of a higher age, with a lower educational level, who were permanently sick or disabled, who had no partner, who were widowed or whose civil partner had died, who lived alone, and who had lower self‐placement in society had significantly lower social engagement than did their counterparts. In the regression model, older adults' social engagement positively predicted general health, self‐accomplishment, and life satisfaction, but negatively predicted loneliness and depression. Conclusions: In aging societies worldwide, encouraging older adults' social engagement would be beneficial to promote mental health. Implications for nursing practice and health policies: Community professional nurses can develop strategies of social engagement based on the needs and sociodemographic factors of older adults to improve their mental health. Developing efficient strategies and local policies by learning from successful experiences in other countries is important to promote social engagement in aging societies. [ABSTRACT FROM AUTHOR]

The Centers for Disease Control and Prevention works to eliminate tuberculosis (TB) disease by finding and treating cases of TB disease and expanding latent tuberculosis infection (LTBI) testing and treatment to prevent TB disease. Approximately 70% of reported TB cases in the United States occur among non-U.S.–born persons. We conducted 15 focus groups with U.S. residents born in the six most common countries of birth among non-U.S.–born TB patients: Mexico, the Philippines, India, Vietnam, China and Guatemala. Participants reacted to 39 messages on LTBI and TB disease risk factors, the Bacille Calmette-Guérin (BCG) vaccine, and LTBI testing and treatment. There was low awareness of LTBI, the TB blood test, and how the TB blood test is not affected by prior BCG vaccination. Several participants thought TB disease is contracted by sharing kitchenware. Some felt negatively targeted when presented with information about countries where TB disease is more common than the U.S. Findings highlight the need for communication aimed at increasing LTBI testing and treatment to include messages framed in ways that will be resonant and actionable to populations at risk. Focus groups revealed LTBI misconceptions which highlight areas for targeted education to decrease TB stigma and increase LTBI testing and treatment. [ABSTRACT FROM AUTHOR]

Background: Professional development (PD) in a range of occupations has become increasingly digitised. Numerous digital courses are available, with evidence that social media, blogs and apps are increasingly being used for PD. Yet despite clear benefits, there is little robust evidence on the characteristics of digital PD that impact positively on learning and practice, particularly for physical education (PE) teachers and youth sport coaches. This paper provides new insights into the characteristics of effective PD in the context of a complex digital landscape. Purpose: While advocated as an innovative genre from which to optimise learners' proclivity for sharing, curiosity and discovery, little is known about how professional learners respond to massive open online courses (MOOCs) courses to inform their practice. The purpose of this study was to understand how participants responded to the learning design of two MOOCs (n = 13,104 from 155 countries) in the fields of physical education and youth sport coaching. Methods: Drawing from a mixed methodology, data were generated from semi-structured interviews (n = 27) and online survey methods (n = 66) with participants across both MOOCs. Findings: New data offer insights into the features of course design that practitioners found positive in promoting engagement. It was apparent in the data, for example, that four features were influential: establishing relevance, facilitating bridging, designing for personalisation, and building community. Constructed themes reflect how participants organised and negotiated MOOC experiences, and illuminate the ways in which they navigated and used course content. Evidence from this study provides insights into the ways in which digital genre for PD might be structured to facilitate engagement and presents broader challenges to the ways in which pedagogy is conceptualised and practiced online. Conclusions: The refined focus on digital genre as a form of social action in this study seeks to ensure that learners needs can be met in a complex and ever-changing PD digital landscape. In this regard, a more nuanced approach is required that helps explicate the cognitive tools that participants engage as they organise their learning experiences on digital platforms, and how this aligns with their expectations and needs of online PD.