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The novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.

The authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.

Respondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.

No published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.

The purpose of this review is to draw out patterns of information seeking behavior of graduate students as described in the empirical research published from 1997 to the present.

A systematic search of databases for studies on information behavior and graduate students was employed in order to retrieve studies for a systematic review. Common themes that emerged from the literature were synthesized into a discussion of behavior patterns. Additionally a study quality analysis was conducted for all retrieved studies using a critical appraisal checklist for library and information research.

This review revealed that graduate students begin their research on the internet much like any other information seeker, consult their faculty advisors before other people, and use libraries in diverse ways depending on the discipline studied. Additionally differences were noted between international and home students, and doctoral and master's students.

The findings of this review indicate that information behavior research conducted on graduate students should delineate between masters' and doctoral students. Further, the findings may inform both academic librarian and faculty practice as to how to assist students with their research by helping them to understand how students typically approach research and how other institutions address common issues with special populations, such as non‐native speakers and distance learners.

No comprehensive review of information behavior studies, encompassing only the behaviors of graduate students has been conducted to date.

The rates of offending and re-offending for young males are higher than any other population. Whilst the UK Ministry of Justice (2020) states that rehabilitation programmes should aim to build a positive identity, little is known about the subjective experiences of how this occurs. Various theories and models suggest that the development of a positive identity assists rehabilitation for young men with convictions (i.e. Johns et al., 2017). Therefore, the current study aimed to gather personal narratives from male, young offenders with the intention of understanding identity development.

Twelve interviews were conducted with young men with convictions aged between 18 and 25 years who had almost completed a rehabilitation process within the community. Narrative analysis was used to analyse the data. All were engaging with the rehabilitation service as a result of conviction for low to medium level offences, including burglary, harm of another person and drug related offences.

Three plots were identified which explain identity when committing offences: “The Powerless”, “The Feared” and “The Disconnected”. One plot was evident within the narratives which explained positive identity when rehabilitated: “The Connected”. The findings illustrate the importance of an approach which considers various aspects of a young offender’s life.

The current study further adds to knowledge base of young offender rehabilitation by providing a systemic understanding of how men with convictions’ identity develop pre- and post-rehabilitation. New implications for trauma informed practice are discussed.

This study examined how youth would mitigate non-medical use of prescription medication among their peers.

The National Monitoring of Adolescent Prescription Stimulants Study (N-MAPSS) was conducted as an interview comprising 11,048 youth of 10–18 years of age between 2008 and 2011 from entertainment venues of 10 US urban, suburban, and rural areas. Using a mixed-methods approach, participants completed a survey culminating in open-ended questions asking: (1) How should kids your age be informed about prescription drugs and their effects? (2) If you ran the world, how would you stop kids from taking other people’s prescription medicines? (3) Why do people use prescription stimulants without a prescription? Responses from a random sample of 900 children were analyzed using qualitative thematic analyses.

The random sample of 900 youth (52 percent female, 40 percent white, with a mean age of 15.1 years) believed they should be educated about prescription drugs and their negative effects at schools, at home by parents, through the media, and health professionals. Youth would stop kids from using other people’s prescription drugs through more stringent laws that restricted use, and providing education about negative consequences of use. Peer pressure was the most common reason the youth gave for using other’s pills, though some reported taking them out of curiosity.

The importance of considering youth’s opinions on non-medical use of prescription medications is often overlooked. This evidence, from a peer perspective, could end the illicit use of prescription drugs among today’s youth.

Addressed to the audience of LIS educators at all levels, from full-time and adjunct faculty teaching in LIS programs, to librarians and library consultants delivering professional development training, to practitioners who work with readers in all types of libraries, this article makes a case for replacing the term “readers' advisory” with the term “Reading Experience (RE) librarianship” as a designator of the current professional practice.

Using historical and discursive analysis based on the extensive literature review, this article argues that a number of factors call for the change in terminology: changes in the human factor (i.e., changes in readers and reading behavior; and changes in relationships between readers and librarians) and changes in the library environment (the rise of “experience” in libraries; a greater commitment to outreach and community engagement; and the fact that librarians are already practicing RE librarianship without recognizing it as such). It also examines the role of LIS educators in fostering and supporting RE librarianship.

On the one hand, the new terminology will be more reflective of the work that reader service librarians currently do, thus doing justice to a wide range of activities and expanded roles of librarians; on the other hand, it will serve as an imperative and a motivator to further transform reader services from in-house interactions with and programs for avid readers into a true community engagement, with much broader goals, scope and reach.

The article stands to coin a new professional term for the transformed library practice, thus recording a radical change in longstanding professional activities and encouraging new community-oriented thinking about the expanded role of librarians in promoting reading in diverse social environments.

The purpose of this paper is to describe the development of – and need for – an expanded understanding of cooking (skills and knowledge) to inform research on the connection between cooking and health.

This paper describes a concept of “food agency” and contrasts it with how cooking is commonly conceived in food and nutrition literature. A food agency-based pedagogy and proposals for using it are also introduced.

Cooking is a complex process that may be crucial for making a difference in the contemporary problems of diet-related chronic diseases. There are two interlinked problems with present research on cooking. First, cooking has yet to be adequately conceptualized for the design and evaluation of effective public health and nutrition interventions. The context within which food-related decisions and actions occur has been neglected. Instead, the major focus has been on discrete mechanical tasks. In particular, recipes are relied upon despite no clear evidence that recipes move people from knowledge to action. Second, given the incomplete theorization and definition of this vital everyday practice, intervention designs tend to rely on assumptions over theory. This creates certain forms of tautological reasoning when claims are made about how behavior changes. A comprehensive theory of food agency provides a nuanced understanding of daily food practices and clarifies how to teach cooking skills that are generalizable throughout varied life contexts.

This commentary is of value to academics studying cooking-related behavior and public health practitioners implementing and evaluating cooking interventions.

Successful implementation of Health Promoting Schools (HPS) depends on putting the model in the schools’ context for both health improvement and school improvement. HPS can only be effective if the change can be sustained over an extended duration. The purpose of this paper is to discuss development of the HPS process by University Research Centre in Hong Kong, resulting in an award scheme, where no additional resources were initially provided by the authorities.

The team adopted a step-by-step approach starting with capacity building of key stakeholders and comprehensive needs assessment, leading to development of a system of evaluation and monitoring and establishment of a “Healthy School Award” system. The system was built on data derived from several different sources and made use of qualitative and quantitative information and were intended to be used to guide practice and actions for improvement.

Schools measured their own performance against established school and student health profiles. The validated system of evaluation and monitoring led to a Healthy School Award scheme for participating schools with “accredited” and “award” designations. The award system evaluated six key HPS areas and identified exemplars of HPS as resource schools to form a strong network.

HPS can be regarded as new paradigm of schooling rather than an add-on programme.

HPS can be regarded as new paradigm of schooling rather than an add-on programme. The advantage of an academic institution masterminding the development process lies with their strength in education and research, building on the professionalism of school educators in health promotion and developing evidence-based HPS practice.

This paper discusses an approach for addressing the key factors associated with initiation of innovation and management of change in an education setting. The involvement of both higher education and an award scheme can act strong catalysts to drive change, resulting in a strong evidence base with and results demonstrating effectiveness, which then led to government support.

In history, alcohol has most commonly been constructed as a problem that affects individuals, not others. The purpose of this paper is to provide an overview of historical and contemporary research on alcohol's harms to others and aims to give a rationale for the current increasing interest in this field of research.

This paper reviews the recent literature published on alcohol's harm to others and contextualises this through a discussion of historical and present-day cultural positions on alcohol.

Alcohol was rarely linked to harms to others until the early Temperance movement, but this waned in the early twentieth century. Increasing prosperity post the Second World War led to the relaxation of licensing laws, which coincided with an increasing focus on individualism and consumer capitalism. New public health research identified lifestyle factors, including drinking, as problems that were controllable through health promotion and individual behaviour change. Constructing drinkers as deviant or unwell led to individualised policies. Powerful groups such as the alcohol industry and the government encourage the construction of alcohol as an individual problem, not one that affects others.

While only a limited amount of international research has been undertaken on alcohol's harm to others in history, very recently this issue has begun to elicit some government attention. Recent research shows that there are many harms and costs, broadly distributed, constituting well-accepted reasons why regulation and effective public health measures should be implemented to respond to alcohol's harm to others. The epidemiology of both nuisance and serious harms illustrates a spectrum of problems. The prevalence of externalities that exist and the range of people who experience them underscore the reasons that alcohol's harm to others should become a focus of government concern and action into the future.

This study seeks to investigate the multidimensionality person‐group (PG) fit. It first aims to examine values‐based, personality‐based, and KSA‐based fit as distinct PG fit dimensions. It then also aims to examine fit as an aggregate construct (each dimension combines to form a latent PG fit construct), and as a superordinate construct (an overarching assessment of compatibility drives the individual fit dimensions). It also aims to propose that the distinct dimensions or the overall perception predict commitment to team, employee voice, and knowledge sharing, resulting in a final outcome of employee task performance.

Data were collected using longitudinal survey methodology from three different sources (793 employees, their supervisors and the Human Resources department) in a manufacturing firm in Korea. The various models were evaluated using structural equation modeling.

The distinct dimensions model, in which values‐based fit predicted commitment to the team, personality‐based fit predicted voice behaviors, and KSA‐based fit predicted knowledge sharing, was mostly supported. Each of these intermediary factors predicted supervisors' ratings of individual task performance. Although each dimension had unique impact on the outcomes, results suggested that a superordinate PG construct might be driving the more specific fit assessments. The aggregate model was not supported.

This study is the first to show how different dimensions of PG fit may differentially influence affect and behavior, to predict task performance. It also shows the first evidence for PG fit as a superordinate multidimensional construct. Results provide a basis for new knowledge regarding the multi‐faceted relationship between fit perceptions and outcomes.