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Diffusion of innovations, defined as the adoption and implementation of new ideas, processes, products, or services in health care, is both particularly important and especially challenging. One known problem with adoption and implementation of new technologies is that, while organizations often make innovations immediately available, organizational actors are more wary about adopting new technologies because these may impact not only patients and practices but also reimbursement. As a result, innovations may remain underutilized, and organizations may miss opportunities to improve and advance. As innovation adoption is vital to achieving success and remaining competitive, it is important to measure and understand factors that impact innovation diffusion. Building on a survey of a national sample of 654 clinicians, our study measures the extent of diffusion of value-enhancing care delivery innovations (i.e., technologies that not only improve quality of care but has potential to reduce care cost by diminishing waste, Faems et al., 2010) for 13 clinical specialties and identifies healthcare-specific individual characteristics such as: professional purview, supervisory responsibility, financial incentive, and clinical tenure associated with innovation diffusion. We also examine the association of innovation diffusion with perceived value of one type of care delivery innovation – artificial intelligence (AI) – for assisting clinicians in their clinical work. Responses indicate that less than two-thirds of clinicians were knowledgeable about and aware of relevant value-enhancing care delivery innovations. Clinicians with broader professional purview, more supervisory responsibility, and stronger financial incentives had higher innovation diffusion scores, indicating greater knowledge and awareness of value-enhancing, care delivery innovations. Higher levels of knowledge of the innovations and awareness of their implementation were associated with higher perceptions of the value of AI-based technology. Our study contributes to our knowledge of diffusion of innovation in healthcare delivery and highlights potential mechanisms for speeding innovation diffusion.

Despite efforts to reduce environmental pollution and wasteful fossil fuel use, electric vehicles (EVs) are still rare on the road. Why is it so challenging to get widespread EV adoption? One significant factor on which it heavily depends is one's awareness and understanding of EVs. However, due to an absolute lack of knowledge on the part of the populace, this factor becomes a huge impediment to the uptake of EVs. A systematic review of the electronic database Scopus for the years 2003–2022 was carried out on ‘EV awareness and adoption of EV’ while considering the ‘Preferred Reporting Items for Systematic Reviews and Meta-analysis’ (PRISMA) standards. A three-step identification process resulted in the ultimate detection of 41 papers, which were then thoroughly examined. A conceptual framework that encompasses the three key awareness aspects that influence EV adoption is developed. To encourage greater uniformity among EV researchers, this study's conclusions serve as a foundation for operationalising upcoming research efforts within a predetermined framework. The authors must therefore be optimistic that lingering technological, legislative, cultural, behavioural and business-model barriers may be overcome over time through widespread dissemination of knowledge and awareness related to EVs, making it possible for everyone to switch to greener, more economical and more efficient transportation solutions.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

Purpose – To examine the potential social media has for increasing pre-service English language arts (ELA) teachers’ language interest, awareness, and content knowledge by engaging them in an ongoing collaborative effort to seek out, make observation about, and highlight contemporary examples of language, literacy, and culture in action in global media using Twitter as a platform.

Design – The research design was qualitative and included a thematic analysis of Twitter posts from the pre-service teacher participants during the semester, informal feedback about the experience during the semester, and written reflections at the end of the semester. Students worked independently on the assignment throughout the semester, outside of a few brief, and informal check-ins during class by the instructor. At the end of the semester, students completed an open-ended survey to reflect on their experiences with and takeaways from participating in this Twitter-based language exploration activity. The theoretical frameworks that were foundational to the study included the technological, pedagogical, and content knowledge (TPACK) framework (Koehler & Mishra, 2008) and Andrews’ (2006) criteria for language exploration and awareness.

Findings – The findings of this qualitative study indicate that engaging pre-service teachers in an ongoing collaborative effort to promote language, literacy, and culture via social media has great potential in terms of students increasing not only their knowledge of language and language awareness, but also their TPACK overall. Specific examples of how participants responded to the experience are provided.

Practical Implications – This study contributes to the literature on the potential impact of social media on content area learning and teacher preparation by providing concrete, research-based suggestions for how both English teacher educators and middle and secondary ELA teachers can engage in collaborative efforts to learn more about, expand definitions of, and promote aspects related to ELA content, like language awareness, variety, and dialect. It includes recommendations for both teacher educators and middle and secondary ELA teachers to expand their notions for defining and teaching aspects of language that go beyond a narrow focus on grammar and to consider ways that social media and digital literacies can enhance these efforts.

This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the authors define key concepts and how these concepts affect the work of school leaders. The authors then present an analysis of the career development of three principals who each struggle with how they will define themselves in relation to the community in which they work. Collectively these cases illustrate the importance of attending to self-awareness and cultural knowledge in the preparation of equity-oriented educational leaders. All participants’ names have been changed to protect their identity.

Changing economic and social landscape due to globalisation, increased communication, general environmental challenges and marketing scandals are factors which have significantly impacted marketing in the twenty-first century. To this effect, this research examines how marketers can increase confidence in their consumers through active engagement in consumer awareness and corporate social responsibility (CSR). It focuses on the roles of consumer awareness and CSR in marketing and aims to show the degree of influence the synthesis of both variables can have in marketing. The research, which is exploratory, depends on secondary sources of data and concludes that knowledge of products, services, consumer rights and CSR activities of a company is potent in shaping consumer behaviour. In addition, it shows that the synthesis of both variables has a great influence on moderating the effectiveness of each other and in improving marketing.