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This paper draws on 26 in-depth interviews with people living with type 1 diabetes (T1D) to explore how experiences and interpretations of disability redirect and transform reproductive trajectories. I apply Almeling's conceptualization of reproduction as the “biological and social process of having or not having children” as a framework for understanding what occurs at multiple analytical layers (structural and cultural, interactional, self, and body) across the life course and influences how and whether people with disabilities feel having children is something they want or need or is within their reach. Findings reveal the lasting impact of viewing the film Steel Magnolias, pivotal interactions with healthcare providers, and interpretations of embodied T1D experiences as major sources of tension for participants as they reflect on their reproductive trajectories and outlooks. Considering especially the structural and cultural layer, this paper enriches our understanding of disability by demonstrating that both women and men with less noticeable or visible disability are subject to similar social imperatives of risk management and moral reproduction as those with more noticeable physical or sensory disabilities, although gender also matters for how participants experience these imperatives. Findings lend support for viewing reproduction as a lifelong process beyond the sequence from conception to birth, as some significant disability experiences that transform or redirect reproductive trajectories fall outside this timeframe.

In this study, workplace spirituality is discussed in the context of remote work and the COVID-19 pandemic. First, the focus is on the changes in the meaning and function of employees in the organization during the evolutionary process of industrialization and management paradigms. Afterward, conceptual frameworks for spirituality and workplace spirituality are presented, and in the last section, academic studies that deal with workplace spirituality with distance or hybrid work arrangements are included. Early studies offer insights and recommendations on conceptualizing, developing, and managing workplace spirituality. They all emphasize that spirituality is necessary for remote work as a tool to overcome stress and mental health problems and increase employee well-being. Unfortunately, the remote work and workplace spirituality literature is relatively narrow and needs to be expanded.

Social media enables sport organizations to connect with customers in a dynamic, ubiquitous, and timely manner. Although these organizations routinely use social media, the best practices to improve customer engagement remain elusive. This paper aims to examine National Football League (NFL) teams’ Instagram posts to understand how sport teams can utilize social media to drive customer engagement.

Guided by uses and gratification theory, the author employs a machine learning algorithm to assess the content of NFL teams’ posts from the 2013–2014 season to the 2017–2018 season. The author performs regression analyses to investigate how post topic, together with confounding factors, boost customer engagement.

Results highlight the importance of informational content in eliciting engagement and reveal distinctions in topics deemed “social content” in the literature. The author further identifies variations in how post topics engage sport fans and general customers.

Results provide implications for sport organizations to craft social media content for customer engagement.

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.

Limited evidence exists on bacha bazi, Afghanistan's steadily revived practice involving transgenerational same-sex relationships, despite its frequent association with violence towards young males, known as bacha bereesh. This paper aims to fill this critical gap.

The author conducted an integrative literature review using qualitative and quantitative secondary data. An ecological framework for violence was applied to the findings.

The findings offer a comprehensive overview of bacha bazi in its modern form, including the unique health needs, sexual practices, and gender identities and orientations of bacha bereesh. The author reveals how Afghan masculine identities and male-male sexual activity occur in relation to power structures and notions of honor. Numerous risk factors increasing bacha bereesh vulnerability for violence and socio-legal barriers constraining access to crucial services are also discussed.

Afghanistan's shame-based culture limits accurate data collection by obscuring the practice and stigmatizing bacha bereesh who serve in feminized roles.

The research highlights the inadequacies of applying Western gender-binary frameworks to bacha bazi. It contributes to our understanding of sexuality, gender, masculinity, and male-directed sexual violence within Afghan culture. These insights will help us better address the health needs of this underserved population.

The lack of evidence addressing these topics highlights our paper's originality, while the literature firmly linking violence to poor physical and psychological health outcomes emphasizes the importance of its contribution.

This study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes.

The empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR).

As hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states.

The results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process.

The study begins by defining and conceptualizing Transformative Leadership Conversation (TLC). The conceptualization addresses the meaning of transformation, sensemaking and learning dialogue, and the conversation structures of framing, questioning and listening, and affirming. Next, the authors build a theoretical argument from self-determination theory on the function of TLC. The study concludes with an empirical test of the structure and function of TLC.

There were two parts to the empirical study. First, the authors designed and tested a scale to measure TLC by its structural features (e.g. questioning, listening and affirming language). Second, the authors used a correlational design with ex-post facto data to test the primary assumption that TLC activates autonomous motivation and action. Data came from a random sample of 2,500 teachers in a southwestern state. Useable responses were obtained from 1,615 teachers, for a response rate of 65%.

The empirical tests reveal that the 12-item and 6-item measure of the School Leader Transformative Conversation Scale present valid and reliable evidence on the frequent use of TLC. Consistent with the hypothesized model, TLC had a direct, positive relationship with teacher vitality. It also had a negative relationship with autonomy frustration and a positive indirect effect on teacher vitality by reducing the negative effect of autonomy frustration.

TLC advances a new conceptual lens to study school leadership as a discursive process. The concept opens lines of inquiry that have not yet been examined in school settings.

Digital media platforms on one hand are tools of communication. On the other hand, it is a site where narratives are shared among members of various communities. Thus providing a space to create identities and educate audiences about behaviors toward “them” from “us.” This chapter will highlight how the narratives of Aboriginal Australian women discriminatory issues are conveyed and discussed on Twitter. In attempting so, this chapter will highlight whether the digital space has contributed to equality in the society or is it attempting to reassert the existing hegemonic discourses and status in the Australian Community. Accordingly, this research suggests policies that could help create emancipatory pedagogy.

The built environment is taking enormous leaps towards its digitalization. Computer-aided tools such as building information modeling (BIM) are found in the forefront of this evolution, playing a critical role in creating the foundations for the upcoming development of smart low-carbon cities. However, the potential of BIM is still untapped – links will need to be created among the available and forthcoming methodologies under one integral operational system. The purpose of this paper is to present an integrated BIM-based life cycle-oriented framework for achieving sustainable constructions at the pre-construction phase. The developed framework represents an example of the approaches that the construction industry will need to adopt to integrate the different tools under an integrated smart city context.

The methodological approach follows the development of four same-volume different-configuration three-dimensional BIM designs, which are coupled with life cycle assessment (LCA) tools for establishing sustainable building design.

The results of this paper indicated that the choice of building design and shape can play a significant role in reducing the embodied energy and embodied carbon of buildings, achieving a reduction of up to 15% compared to a reference building of same volume and gross floor area.

The originality of this paper is found in its approach application by coupling three-dimensional BIM models with LCA data, the use of reinforcement detailing in an nD BIM study and the employment of country-specific LCA databases.