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This paper discusses the challenges that two doctoral researchers faced while researching religious minorities and women in a culturally sensitive society such as Pakistan. Their shared interest in sensitive topics related to gender and minorities in Pakistan led both researchers to collaborate in this study to provide a better understanding of issues in qualitative research in the same research context. They discuss the challenges of interviewing participants within the educational context. They also suggest some ways to overcome such challenges.

Based on Foucualt's writings on regimes of truth, discourse and systems of exclusion, the authors in this study analyze how patriarchal and faith-based regimes of truth constrain some discourses that affect participants’ willingness and insights to reflect on the issues freely.

While reflecting on their experiences in data collection, authors report that qualitative researchers struggle to access participants to investigate issues related to gender subjectivities and minority faiths in educational contexts in developing societies like Pakistan. Researchers face a variety of problems, from their own positionality to participants’ access to their responses. The reason for this is patriarchal and religious regimes and also their intersecting relations that restrict participants’ ability to reflect on their issues. Minorities in Pakistan are often prevented from expressing their views freely by blasphemy fears. The discourses of gender are also sensitive. Therefore, the study suggests that in societies such as Pakistan, where religion and gender are emotive terms, the problem can be handled by counter-discourses that challenge truth regimes by conceiving research as a transformative practice. Moreover, such societies require a policy for protecting researchers and participants in the interest of knowledge production and dissemination.

This study is originally based on the primary data used in two doctoral studies.

The purpose of this study is to cover the influence of selected printing parameters at a macro and micro-geometrical level, focusing on the dimensions, geometry and surface of printed parts with short carbon fibers reinforced PLA. For this case study, a hollow cylindrical shape is considered, aiming to cover the gap detected in previous works analyzed.

Nowadays, additive manufacturing plays a very important role in the manufacturing industry, as can be seen through its numerous research and applications that can be found. Within the engineering industry, geometrical tolerances are essential for the functionality of the parts and their assembly, but the variability in three-dimensional (3D) printing makes dimensional control a difficult task. Constant development in 3D printing allows, more and more, printed parts with controlled and narrowed geometrical deviations and tolerances. So, it is essential to continue narrowing the studies to achieve the optimal printed parts, optimizing the manufacturing process as well.

Results present the relation between the selected printing parameters and the resulting printed part, showing the main deviations and the eligible values to achieve a better tolerance control. Also, from these results obtained, we present a parametric model that relates the geometrical deviations considered in this study with the printing parameters. It can provide an overview of the piece before printing it and so, adjusting the printing parameters and reducing time and number of printings to achieve a good part.

The main contribution is the study of the geometry selected under a 3D printing process, which is important because it considers parts that are created to fit together and need to comply with the required tolerances. Also, we consider that the parametric model can be a suitable approach to selecting the optimal printing parameters before printing.

The purpose of the paper is to produce new knowledge about the positions that public libraries both take and are given in the conflicts over politics and identity that play out in contemporary cultural and library policy debates. Using conflicts over drag story hour at public libraries as case, the study seeks to contribute to an emerging body of research that delves into the challenges that public libraries as promoters of democracy are confronting in the conflictual political landscape of today.

The paper presents an analysis of debates reported in news articles concerning Drag story hour events held at Swedish public libraries. Utilizing the analytical lenses of discourse theory and plural agonistics, the analysis serves to make visible the lines of conflicts drawn in these debates – particularly focusing on the intersection of different meanings ascribed to the notion of the reading child, and how fear is constructed and used as an othering devise in these conflicts.

Different imaginings of the reading child and the construction and imagination of fear and safety shapes the Drag story hour debates. The controversies can be understood as a challenge to the previous hegemony regarding the direction and goals of Swedish cultural and library policy and the pluralistic democratic society these policies are meant to promote.

The paper offers new insights into the consequences of the revival of radical right politics, populism and societal polarization, and the different responses from public libraries.

This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

This research uniquely applies this intervention as a universal strategy with preschool-aged children.

Certain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education?

The authors carried out a qualitative case study and collected the following data: interviews, lesson observations and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites.

The findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs.

The authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.

This paper explores the relationships between firm absorptive capacity, novel business model design (NBMD), product differentiation strategy and performance in a transition economy.

The study uses structural equation modeling (SEM) to analyze firm-level data from a unique sample of Albanian manufacturing and service firms.

The study shows that absorptive capacity enables and shapes the NBMD that, in turn, leads to performance gains. The authors also find that the NBMD capacity mediates the impact of realized absorptive capacity on performance, whereas product differentiation strategy moderates the relationship between new business model and performance.

All variables were measured based on a self-assessed scale leading to potential method bias. Also, based on relevant literature, the study focuses on only one type of business model (BM) design.

Since dynamic capabilities are the foundation of NBMD, firms should invest carefully in developing such capabilities. Thus, the study results provide an integrative framework for understanding the role of absorptive capacity in NBMD adoption and for explaining the relationship between NBMD adoption and performance, an aspect that helps organizations in a dynamic environment.

This study strives to investigate the relationships between absorptive capacity, business model design, product strategies and performance by answering the call of Teece (2018) to “flesh out the details” of such relationships.

Blood lipid and lipoprotein abnormalities are common among patients with diabetes. The study aimed to assess dietary fat intake and its association with blood lipids among patients with Type 2 diabetes mellitus (T2DM) considering sex differences.

A cross-sectional observational study was conducted with patients (207 males and 197 females) with T2DM. The daily food intake and its contents of fat and fat types were assessed through face-to-face interview. Anthropometric measurements, glycated hemoglobin (HbA1c), triglyceride, total cholesterol (TC), high-density lipoprotein (HDL) cholesterol and low-density lipoprotein (LDL) cholesterol were initially recorded.

The results revealed that TC, LDL and HDL cholesterol levels were significantly higher in females than in males. However, the TC: HDL ratio was significantly higher in males than in females. The results also showed that the daily intake of saturated fatty acid (SFA) slightly exceeded the daily recommended allowance. However, the monounsaturated fatty acid + polyunsaturated fatty acid/SFA (MUFA + PUFA/SFA) ratio was within the recommended ratio. In addition, this study found that the main sources of SFA and cholesterol intake were milk and milk products. A significant association between high fat intake and HbA1c levels was observed (r = 0.234, p < 0.001).

As it is a cross-sectional observational study, this study has the natural limitation where it can only demonstrate an association.

The types of dietary fat intake may contribute to blood lipid abnormalities and differences effects may exist among male and female. Studies on the effect of daily fat intake and its types on blood lipids in patients with diabetes, in particular Saudi patients with diabetes are limited. This study focused on the amount and type of the consumed fat among male and female Saudi patients with T2DM and studied the relationship between the type of consumed fat and blood lipid profiles.

The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.