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The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools.

The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection.

Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity.

In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

Environmental impact and changes are becoming essential in textile and yarn industries, where reliable measurement of parameters related to processing harmful substances needs to be examined. Such findings can be cumulated using smart assessment like life cycle analysis. The ecological impact category, supply chain, and climate-changing factors were considered for the necessary assessment.

This paper applies the Life Cycle Assessment technique in the textile and yarn industry to estimate critical environmental potentials. The critical input for the fabric and yarn industry was put in the GaBi software model to estimate various environmental potentials.

Global warming potential, electricity, and raw cotton consumption in the fabric and yarn industry were critical concerns where attention should be focused on minimizing environmental potentials from cradle to gate assessment.

This qualitative study is made via the industry case-wise inputs and outputs, which can vary with demographic conditions. Some machine and human constraints have not been implemented in modelling life cycle model for smart simulation. Smart simulation helps in linking different parameters and simulates their combined effects on the product life cycle.

This modelling approach will help access pollution constituents in different supply chain production processes and optimize them simultaneously.

The raw data used in this analysis are collected from an Indian small scale textile industry. In the textile fabrication industry, earlier assessments were carried out in cotton generation, impact of PET, cradle to grave assessment of textile products and garment processing only. In this research the smart model is drawn to consider each input parameter of yarn and textile fabric to determine the criticality of each input in this assessment. This article mainly talks about life cycle and circular supply assessment applied to first time for both cotton to yarn processing and yarn to fabric industry for necessary estimation of environment potentials.

In 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education.

This research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic.

Teaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning.

Based on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.

Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members.

Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings.

The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education.

The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments.

This paper discusses how professionally qualified cisgender lesbian, gay, bisexual or queer (LGBQ) women youth workers present their self. The research examined how youth workers consciously or unconsciously shared their sexual identity with young people with whom they worked. Whilst this research focussed on youth workers, issues discussed are relevant for practitioners from a range of professional backgrounds such as therapists, social workers, teachers and health care practitioners. The research focused only on the experiences of cisgender LGBQ women as the experiences of men and trans women are different and so requires separate research.

This research taking a qualitative approach, used in-depth interviews to discuss how respondents shared information about their identity.

Some of fifteen youth workers interviewed reported not having choices about being out with the young people as their sexuality had been leaked. Others were able to pass and so choose when, or if, to be out with young people. Their different strategies to sharing information regarding their sexuality used by these participants reflected different approaches to being out.

Although there is evidence in the literature of how being out or closeted impacts on teachers there is little written about the effect on youth workers or other professionals. The little research that has been undertaken in this area focusses on the impact of identity on the clients rather than on the professionals. This article contributes to filling this gap in the literature.

With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester. While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress. This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic.

Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima. A total of 19 faculty members participated in the survey. Of the participants, 56.7% responded in the first survey and 70.9% responded in the second.

The findings revealed that the faculty’s impressions of their online courses remained positive. The most significant issue cited was time. According to faculty estimations, more than ten additional hours per week were spent preparing for online courses. Nonetheless, many faculty members reported interest in continuing online practices in their future courses.

The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode. However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary.

The study contributes to the existing literature by analyzing one stakeholder group, i.e. faculty members, and their perceptions of teaching during a worldwide pandemic.

Over the last eight years, the Middle East has experienced a series of high profile conflicts which have resulted in over 5.6 million Syrians forced to migrate to neighbouring countries within the MENA (Middle East and North Africa) region or to Europe. That have exerted huge pressure on hosting countries trying to accommodate refugees in decent shelters and in quick manner. Temporary shelters normally carry a high environmental burden due to their short lifespan, and the majority are fabricated from industrialised materials. This study assesses the carbon impact for a minus carbon experimental refugee house in Sweden using life cycle assessment (LCA) as tool. SimaPro and GaBi software were used for the calculations and the ReCiPe midpoint method for impact assessment. The results show that using local plant-based materials such as straw, reeds and wood, together with clay dug from close to the construction site, can drastically reduce the carbon footprint of temporary shelters and even attain a negative carbon impact of 226.2 kg CO₂ eq/m². Based on the results of the uncertainty importance analysis, the overall global warming potential impact without and with sequestration potential are mostly sensitive to the variability of the GWP impact of wood fibre insulation.

The methodology is designed to calculate the GWP impact of the refugee house over its entire life cycle (production, operation and maintenance and end of life). Then, the sensitivity analysis was performed to explore the impact of input uncertainties (selection of material from the database and the method) on the total GWP impact of the refugee house with and without sequestration. The ISO standards (International Standard 14040 2006; International Standard 14044 2006) divide the LCA framework into four steps of Goal and scope, inventory analysis, impact assessment, and interpretation.

This study has shown an example for proof of concept for a low impact refugee house prototype using straw, reeds, clay, lime and wood as the principle raw materials for building construction. Using natural materials, especially plant-based fibres, as the main construction materials, proved to achieve a minus carbon outcome over the life cycle of the building. The GWP of the shelter house without and with sequestration are found to be 254.7 kg CO₂ eq/m² and -226.2 kg CO₂ eq/m², respectively.

As there are still very few studies concerned with the environmental impact of temporary refugee housing, this study contributes to the pool of knowledge by introducing a complete LCA calculation for a physical house prototype as a proof of concept on how using low impact raw materials for construction combined with passive solutions for heating and cooling can reach a minus carbon outcome. The GWP of the shelter house without and with sequestration are found to be 254.7 kg CO₂ eq/m² and -226.2 kg CO₂ eq/m².

Loneliness and isolation are on the rise, globally threatening the well-being across age groups; global social distancing measures during the COVID-19 crisis have intensified this so-called “loneliness virus”. The purpose of this paper is to develop an integrative framework and research agenda on the role of companion robots in mitigating feelings of loneliness.

A netnographic analysis of 595 online visual and textual descriptions offer empirical insights about the role of the companion robot Vector during the COVID-19 pandemic.

The contributions of this study are twofold. First, it postulates that companion robots have the potential of mitigating feelings of loneliness (i.e. indicator of well-being). Second, this study contributes to transformative service by developing an integrative framework introducing the roles (personal assistant, relational peer and intimate buddy) that companion robots can fulfill to mitigate feelings of loneliness through building different types of supportive relationships.

The proposed research agenda encourages future service scholars to investigate 1) the role of robots in addressing loneliness, 2) design features that drive adoption of robots, 3) social support for different groups, 4) the operationalization and the measurement of loneliness and 5) an impact analysis of companion robots.

Service providers and policy makers can leverage the insights about how companion robots can help reduce a sense of loneliness.

The integrative framework on loneliness reduction, based on 595 unprompted online contributions issued during the COVID-19 pandemic, offers initial evidence for the impact of companion robots in reducing people's feelings of loneliness.

Governments increasingly promote employment through social networks (whether via formal job networks or informal personal networks). However, they rarely account for how weak-tie “bridging” networks and strong-tie “bonding” networks differentially affect employment outcomes. Given criticism that (usually weak-tie bridging-focussed) formal job networks are overly focussed on finding entry-level (i.e. any) jobs, it is imperative to understand the impact of strong and weak ties on securing work with good conditions, or of meaning to the worker. Such links are poorly understood in the present literature. The paper aims to discuss this issue.

This study uses national Australian survey data to assess whether support from close “friends” or distant “acquaintances” is associated with employment outcomes such as finding any work or “meaningful” work.

The results show that relatively distant ties (close acquaintances) and emotional support from friends are each associated with reduced chances of being an unemployed/discouraged worker. Stronger ties (close friends) are associated with better chances of a having a “meaningful” job.

More attention should be paid to tie strength dynamics and meaningful employment outcomes in the delivery of employment services. In particular, a role for active “close-tie brokers” in promoting networks should be investigated, instead of expecting/pushing the unemployed to rely on either extremely close or distant connections.

This is the first study to find a link between network type and meaningful work, which has important implications for the delivery of employment services.