Search

Purpose: Sustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty's behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them. Design/methodology/approach: This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom. Findings: The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation. Originality/value: The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework.

The binary work/leisure continues to be used to categorize many human activities, but falls short for ways of life in which a particular set of values undergirds all activities. This paper discusses regenerative forms of growing and harvesting food -- in particular, permaculture and natural farming -- as values-based practices that blur the boundaries between work and leisure. While there are other values-based practices that unite vocation and avocation, permaculture and natural farming are of special interest because they respond to young climate activists' desire for ways of life that acknowledge that human activities are part of ecosystems, and that accept the need for an ecological transition.

How can Levinas's work help language educators respond ethically to encounters with students? This paper considers this question in the context of adult immigrants learning an additional language, and is interested specifically in the existential aspects of language learning. How does the experience of "coming into being" in a new language play out in the classroom encounter, and how, if at all, can language teachers respond ethically to this experience? The paper discusses three challenges when considering Levinas's ethics to answer this question. The first is that language education is dominated by what Levinas calls 'the Said'. The second is that the impossibility of knowing whether one has responded ethically results in a compulsive return to the pedagogical scene. The third and final challenge involves the tensions between Levinas's ethics and political critiques of language education.

Refugees are at increased risk for developing mental health concerns due to high rates of trauma exposure and postmigration stressors. Moreover, barriers to accessing mental health services result in ongoing suffering within this population. Integrated care—which combines primary healthcare and mental healthcare into one cohesive, collaborative setting—may improve refugees’ access to comprehensive physical and mental health services to ultimately better support this uniquely vulnerable population. Although integrated care models can increase access to care by colocating multidisciplinary services, establishing an effective integrated care model brings unique logistic (eg, managing office space, delineating roles between multiple providers, establishing open communication practices between specialty roles) and financial (eg, coordinating across department-specific billing procedures) challenges. We therefore describe the model of integrated primary and mental healthcare used in the International Family Medicine Clinic at the University of Virginia, which includes family medicine providers, behavioural health specialists and psychiatrists. Further, based on our 20-year history of providing these integrated services to refugees within an academic medical centre, we offer potential solutions for addressing common challenges (eg, granting specialty providers necessary privileges to access visit notes entered by other specialty providers, creating a culture where communication between providers is the norm, establishing a standard that all providers ought to be CC’ed on most visit notes). We hope that our model and the lessons we have learned along the way can help other institutions that are interested in developing similar integrated care systems to support refugees’ mental and physical health.

Abstract Background Both the consumption of breastmilk in infancy and a person’s season of birth influences his or her health, educational, professional, and behavioral outcomes. Further, season of birth effects differ by sex. However, current research, for the most part, neglects to examine if season of birth and breastfeeding are related. This paper examines the impact of sex-based variations in season of birth on breastfeeding likelihood and duration in the U.S. Methods Using data from children born to female respondents of the National Longitudinal Survey of Youth 1979 (born between 1970 and 2012), this study examines with Probit, Negative Binomial, and Ordinary Least Squares (OLS) regressions if a child’s season of birth and sex are correlated with breastfeeding incidence and duration. The breastfeeding incidence and duration data are self-reported by the mother. Results Season of birth has a small but statistically significant impact on the incidence and duration of breastfeeding, which varies depending on the sex of the infant. Mothers giving birth to sons in the spring are 13.5% less likely to breastfeed than those giving birth to sons in the winter (with a p - value of 0.0269). Mothers with daughters born in the summer or fall (autumn) breastfeed slightly longer than mothers with daughters born in the spring. On average, mothers of summer-born daughters breastfeed 4.1% longer (with a 95% confidence interval of 0.3 - 7.8) and those with fall-born daughters 3.8% longer (with a 95% confidence interval of 0 - 7.5). Mothers giving birth to daughters in the spring are also significantly less likely to reach the breastfeeding six-week duration target (compared to fall and winter births) and the one-year duration target (compared to fall births). Conclusions These findings suggest that the costs and benefits of breastfeeding an infant vary with the season of birth and the sex of the child. This finding could explain some of the season of birth effects previously identified in the literature. Further, policymakers seeking to increase breastfeeding rates should consider the reduced breastfeeding rates and durations for children born in the spring.

This paper addresses educators' responsibility for the discourse (including their own and others') that circulates in educational settings. This issue tends to arise especially with hurtful language and other discursive acts that have negative effects, and that require an apology, correction, or some other kind of remedial discourse. The paper frames this "discursive responsibility" as particularly contingent on location, arguing that when educators address their own or others' discourse, the response needs to be at a level of publicity that is the same as, or as similar as possible to, the discursive act it responds to.

This essay examines the concept of performativity in relation to what are perceived to be reasonable and unreasonable affective responses to discourse. It considers how discourse, especially in classrooms and other educational contexts, produces effects, and how it is that those effects are sometimes seen as attached to the discourse, and sometimes as attached to the person who perceives and displays the effect. When discourse produces strong affective responses, sometimes the discourse itself is seen as unreasonable and in need of socializing (e.g., racist and homophobic slurs), and sometimes the person is perceived as "overreacting" to language that is not considered inherently affectively charged. Such distinctions, whether made explicitly or not, shape educational contexts and offer a hidden curriculum of "appropriate" affect. The essay traces the concept of performativity through the work of Austin, Derrida, Butler, and Cavell, and then extends it to affect theory to see how performativity can help us think through the provocation or production of feelings beyond individual psychological explanations.

While it should be obvious on moral grounds that abusing children in any shape or form is wrong, biological, medical and economic arguments have been necessary to bring attention to the long-standing impact of early childhood trauma. In particular, stemming from the mental health field, a trauma-informed approach seems to have become a privileged way to understand and attend to children exposed to an array of traumatic experiences. However, the introduction of such an approach is relatively recent and its implementation still needs to be explored. In this article, the authors describe some of the possible contributions and limitations of a trauma-informed approach to early childhood educators' practice. They highlight the risks involved in privileging children's socialization to the detriment of their subjectification and underscore the need to broaden dominant approaches to early childhood trauma by assuming an ethical responsibility towards children. To guide educators in the necessary endeavour of encountering each child as an infinite Other, the authors found inspiration in the work of Lithuanian-French philosopher Emmanuel Levinas.

Abstract Objective: This study investigated stress and performance levels in candidates for the Brazilian Bar Association examination (Exame da Ordem dos Advogados do Brasil) in Rio Grande do Sul, Southern Brazil. Methods: The following instruments were used: A sociodemographic data sheet, Lipp's Stress Symptom Inventory for Adults, the Ways of Coping Scale, the Adult Self-Report Scale, and the Self-Report Questionnaire. The final sample comprised 117 candidates, aged from 18 to 59 years (mean = 29.7, standard deviation = 7.8), 76 women (65%) and 41 men (35%). Results: In the first phase of the examination, 67 candidates were approved (57.3%), but there was no significant difference in terms of stress: stress symptoms were present in 76.1% of the successful candidates and 62% of the unsuccessful candidates; (χ2 (1) = 2.09; p = 0.148). In terms of stress phases, 70.6% of the successful candidates (n = 36) were in the resistance phase and 78.4% of these had psychological symptoms. The mean age of successful candidates (28.2 years) was lower than that of unsuccessful candidates (31.7 years); (t (115) = −2.48; p = 0.015). Attention deficit/hyperactivity disorder symptoms were detected in 18 successful candidates (26.9%) and 6 unsuccessful candidates (12.2%); (χ2 (1) = 2.85; p = 0.091). Conclusions: Candidates who were successful in the first phase of the Brazilian Bar Association examination tended to be younger and scored higher for attention deficit/hyperactivity disorder symptoms, but their stress levels did not differ from those of unsuccessful candidates.

This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral. [For the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva, see EJ1174946, EJ1174947, and EJ1174940.]

This paper examines immigration as it relates to two well-known public finance models of optimal public goods provision: Lindahl pricing and the Tiebout model. As the major function of local governments is the provision of public goods, this paper suggests that local-level voter participation by immigrants could improve preference revelation in Lindahl's model and reinforce Tiebout sorting between jurisdictions. Furthermore, the increased use of vouchers provided to students, native and foreign born alike, increases direct preference revelation concerning the specific public good of education. By using long-standing public finance models, this paper shows that policy ideas of the Left, increased voice (access to the voting booth), and the Right, increased freedom of exit (access to school vouchers), have the theoretical benefit of increasing public good optimization. [ABSTRACT FROM AUTHOR]

Abstract Water scarcity in the Arab region is intensifying due to population growth, economic development, and the impacts of climate change. It is manifested in groundwater depletion, freshwater ecosystem degradation, deteriorating water quality, low levels of water storage per capita, and added pressures on transboundary water resources. High‐income Arab countries have sought to circumvent the ever‐present challenges of water scarcity through agricultural imports (virtual water trade), desalination, and, increasingly, wastewater reuse. In this review article, we argue that the narrative of water scarcity and supply‐side technological fixes masks more systemic issues that threaten sustainable water management, including underperforming water utilities, protracted armed conflict and displacement, agricultural policies aimed at self‐sufficiency, evolving food consumption behaviors, the future of energy markets, and educational policy. Water management challenges, particularly on the demand side, and responses in the Arab region cannot be understood in isolation from these broader regional and international political and socioeconomic trends. Recognizing the complex and interdependent challenges of water management is the first step in reforming approaches and shifting to more sustainable development outcomes and stability in the Arab region and beyond.

Purpose: Sustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty's behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them. Design/methodology/approach: This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom. Findings: The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation. Originality/value: The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework. [ABSTRACT FROM AUTHOR]

Graphene in accelerator technology: A new material for enhanced photocathode performance and lifetime Graphene has shown potential to unlock new capabilities of electron sources and other aspects of accelerator technology. This report focuses on integrating graphene with high performance photocathodes with the goal of extending lifetime by thousands of hours. Scientists at Los Alamos National Laboratory, USA, and colleagues succeeded in growth of chemically susceptible photocathodes on free-standing graphene substrates while maintaining state-of-the-art performance. Successful growth on graphene is a critical step toward a material-centric approach to photocathode design: enhancing lifetime without compromising efficiency or other performance metrics. Graphene, an atomically thin sheet of carbon, is an emerging material that has inspired new cathode design capabilities, including heterostructuring, resonant tunneling, and impermeable gas barriers. Conventional photocathode materials have no performance regimes. The next step is complete graphene encapsulation of photocathode films and demonstration of lifetime enhancement in the operating environment of accelerator facilities.

Introduction The International Family Medicine Clinic (IFMC) was established in 2002 by the University of Virginia Department of Family Medicine to provide comprehensive, timely, culturally sensitive and high-quality healthcare to the growing refugee and special immigrant population in Central Virginia, USA.Methods The purpose of this paper is to describe the IFMC, with a specific focus on interprofessional roles, interprofessional collaboration, community partnerships and the services and resources available to IFMC patients.Results The clinic has served over 3100 refugees from 60 countries in its 16-year history. In 2019, the clinic staff now includes 4 attending physicians, 2 nurse practitioners and 14 residents who have dedicated clinic time to see refugees; a registered nurse care coordinator and a social worker dedicated to the IFMC refugee population; 2 clinical psychologists and doctoral students in clinical psychology; and a clinical pharmacist. The IFMC also provides onsite psychiatric care. A process flow map depicts the interconnectivity of interprofessional team members working together with other specialty care providers within the medical centre and with community partners on behalf of refugee patients through the resettlement process.Conclusion Individuals who arrive in the USA as refugees are a particularly vulnerable patient group and often require an interprofessional team approach. The IFMC may serve as a model for other institutions interested in starting a similar interprofessional, refugee-centred medical home.

The paper highlights the role of translation in qualitative research that involves multiple languages. Its particular focus is on untranslatables, that is, those words or phrases in a source language that pose challenges to translators because no direct equivalent is available in the target language. "Untranslatables" create moments of productive difficulty by forcing a critical examination of both the data and the assumptions that framed the research questions. The paper discusses two cases: research with Mandarin-speaking participants on the topic of democracy and democratic subjectivity, and research with Q'eqchi'-speaking participants on the topic of civic engagement and political participation.

This essay examines the concepts of "professionalism" and "ethics" as they are used in health professions education and, in particular, medical education. It proposes that, in order to make sense of the construct of "professional ethics," it would be helpful to conceive of professionalism and ethics as overlapping but not identical spheres. By allowing for areas of professionalism that are not directly pertinent to ethics, and areas of ethics that are not directly pertinent to the professional sphere, "professional ethics" as a focus of medical education can come into sharper relief. The essay argues that professional ethics should be understood not only in relation to major ethical issues such as end-of-life decisions, but also in relation to everyday actions and decisions. The essay ends by raising questions about how and by whom professional ethics is best taught.

This paper reports on a qualitative study of journal entries written by students in six health professions participating in the Interprofessional Health Mentors program at the University of British Columbia, Canada. The study examined (1) what health professions students learn about professional language and communication when given the opportunity, in an interprofessional group with a patient or client, to explore the uses, meanings, and effects of common health care terms, and (2) how health professional students write about their experience of discussing common health care terms, and what this reveals about how students see their development of professional discourse and participation in a professional discourse community. Using qualitative thematic analysis to address the first question, the study found that discussion of these health care terms provoked learning and reflection on how words commonly used in one health profession can be understood quite differently in other health professions, as well as on how health professionals' language choices may be perceived by patients and clients. Using discourse analysis to address the second question, the study further found that many of the students emphasized accuracy and certainty in language through clear definitions and intersubjective agreement. However, when prompted by the discussion they were willing to consider other functions and effects of language.