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This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that narrative inquirers are critical – but not in the same way that critical theorists are critical, although they may draw on the same literature and terms. To make our point, we unpack three of our peer-reviewed articles and highlight our theoretical frames and research moves to demonstrate criticality in narrative inquiry. We specifically discuss (1) titles and topics, (2) research frameworks, (3) historical and contemporary data, (4) use of participants' voices (words and feelings), (5) themes, and (6) new knowledge. We mostly argue that narrative inquiry exists because of experience. From experience, everything else unfolds – including criticality – depending on where the researcher in relationship with research participants, takes the inquiry. This chapter explicitly addresses a lived issue known both inside the narrative inquiry community and outside of it.

A war still rages in the United States. This is a war with many different battles – one such battle being against queer teachers and students, as well as teachers and administrators who support queer youth and teachers in their schools. While this battle may look new in the social media landscape that is 2022 (TikTok and YouTube videos and anyone with the slightest thought, even if based on someone else's, a regurgitated idea and old tropes, is posting to social media as if they are saying something new and profound, yet is old tried and filled with hate), it is almost the same old battle where queer and LGBTQ2+ are used interchangeably. Queer folks are the ones being sacrificed to save the nation from spiraling into the abyss of debauchery and chaos of a lost moral compass (Gogarty, 2022; Lorenz, 2022; Montpetit, 2022). If this is the case, and queer people are battling for humanity and existence in schools, understanding teacher burnout from a queer perspective poses incredible challenges. Why would one want to be a teacher, especially a queer person, if we are so often the brunt of the attacks in this war to control society?

The objective of this study is to make a conceptual analysis of Community-based tourism (CBT). CBT, one of the tourism activities that internalised sustainability, has several common threads with nature-based tourism activities. However, these similarities/common elements must be more understandable between those relevant tourism activities. From this fact, this research aims to assign a theoretical framework for CBT and reveal the differences between CBT activities from other tourism types.

Tourism, unavoidably, is one of the critical sectors that require sustainable usage of resources. Because visiting natural, historical and cultural values/attractions constitute the primary reason for tourists' travel motivations, making those values/attractions sustainable for the future is essential. However, the sustainable usage of those values/attractions can be enabled with protection and maintenance balance. On the other hand, this philosophy will only come true if obtaining the locals support it. Therefore, CBT propounds that local people should make the most of tourism at all levels, especially the economic contribution. Within this context, the importance and necessity of these issues will be manifested in this chapter, presenting a conceptual framework. Additionally, this chapter will support other researchers in constituting the conceptual framework and will guide policymakers and other stakeholders to understand the importance of CBT.

The purpose of this paper is to explore peace protest as a form of institutional work aimed at supporting one institution and disrupting another.

The authors utilized walking ethnography (28 miles in 18 h while conducting 25 walking interviews) and digital media analysis (news reports, social media and electronic communication).

Walking participants engaged in multiple types of institutional work aimed at maintaining the Good Friday Agreement and disrupting partisan violence. The institutional work left no lasting impact on either institution.

The paper conceptualizes two competing institutions and situates the dual institutional work of Lyra's Walk in the post-conflict context of Northern Ireland. The study contributes to understanding formality and multiplicity in institutional work research.

The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.

A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.

There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.

This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.

The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

The sharing economy has evolved as a result of the diffusion of information and communication technology and facilitates collaborative consumption and production otherwise known as value co-creation. The present research aims to explore the consumer responses to value co-creation in sharing economy such as satisfaction, brand preference and enduring buyer–platform relationships, amid consumer's CSR concerns.

Drawing on the sharing economy and value co-creation literature and rooted in the stimulus-organism-response framework, an online panel data provider was employed to recruit 393 actual sharing economy consumers from the United States. Empirical analyses are performed using structural equation modeling through Amos, version.27.

Findings confirm that value co-creation intentions contribute to consumers' satisfaction, brand preference and sustainable social relationships in the sharing economy. As expected, heightened concerns of corporate social responsibility (CSR) led to decreased consumer satisfaction with the sharing economy platform.

The study contributes to the digital sharing economy literature by emphasizing the role of CSR perceptions for building long-term relationships (buyer–platform relationships) where value co-creation is crucial.

Using longitudinal data, this study aims to provide a greater understanding as to how parenting factors, including the employment of various disciplinary techniques, during a young person's early adolescence may contribute to excessive Internet use (EIU) in later adolescence.

Employing “Problem Behaviour” theory (PBT) as a guiding framework, this study uses data from the Growing Up in Ireland ’98 Cohort to investigate the effect of proximal and distal parental influences, measured when children were 13 years old, on symptoms of EIU in young adults at 17 or 18 years. Multiple regression models control for other child and family factors, and separate models for males and females examine sex differentials.

Estimation did not find a statistically significant association between internet-specific mediation practices in early adolescence and EIU in later adolescence. However, regularly playing games or sports together is a protective factor. Parent-adolescent conflict and spending time home alone are estimated as risk factors. How parents deal with misbehaviour is a strong predictor of EIU, with the direction of association dependent upon the type and frequency of discipline employed.

The findings are of practical significance in informing parents of modifiable aspects of their behaviour that can lead to EIU.

The study applies a longitudinal modelling framework and considers the effect on EIU of various parental disciplinary techniques, representing a novel contribution.

This study aimed to develop a method to calculate the mattress indentation for further estimating spinal alignment.

A universal indentation calculation model is derived based on the system theory, and the deformation characteristics of each component are analyzed by the finite element (FE) model of a partial air-spring mattress under the initial air pressure of 0.01–0.025 MPa. Finally, the calculation error of the model is verified.

The results indicate that the indentation calculation model could describe the stain of a mattress given the load and the constitutive model of each element. In addition, the FE model of a partial air-spring mattress can be used for further simulation analysis with an error of 1.47–3.42 mm. Furthermore, the deformation of the series system is mainly contributed by the air spring and the components directly in contact with it, while the top component is mainly deflection deformation. In addition, the error of the calculation model is 2.17–5.59 mm on the condition of 0.01–0.025 MPa, satisfying the engineering application. Finally, the supine spinal alignment is successfully extracted from the mattress indentation.

The limitation of this study is that it needs to verify the practicality of the indentation calculation model for the Bonnier spiral spring mattress. The main feature of the Bonnier spring mattress is that all springs are connected, so the mattress deflection and neighborhood effect are more significant than those of the air-spring mattress. Therefore, the applicability of the model needs to be tested. Moreover, it is worth further research to reduce the deformation error of each component.

As part of the series of studies on the intelligent air-spring mattress, the indentation-based evaluation method of spinal alignment in sleep postures will be studied for hardness and intelligent regulation based on this study.

The results of this research are ultimately used for the intelligent adjustment of air-spring mattresses, which automatically adjusts the hardness according to the user's sleep postures and spinal alignment, thus maintaining optimal spinal biomechanics. The successful application of this result could improve the sleep health of the general public.

Based on the series system theory, an indentation calculation model for mattresses with arbitrary structure is proposed, overcoming the dependence of parameters on materials and their combinations when fitting the Burgers model. Further, the spinal alignment in supine posture is extracted from the indentation, laying a theoretical foundation for further recognition and adjustment of the spinal alignment of the intelligent mattress.

The present work focuses on evaluating the physical and mechanical characteristics of geopolymer concrete (GPC) by replacing the sodium silicate waste (SSW) in place of traditional river sand. The aim is to create eco-friendly concrete that mitigates the depletion of conventional river sand and conserves natural resources. Additionally, the study seeks to explore how the moisture content of filler materials affects the performance of GPC.

SSW obtained from the sodium silicate industry was used as filler material in the production of GPC, which was cured at ambient temperature. Instead of the typical conventional river sand, SSW was substituted at 25 and 50% of its weight. Three distinct moisture conditions were applied to both river sand and SSW. These conditions were classified as oven dry (OD), air dry (AD) and saturated surface dry (SSD).

As the proportion of SSW increased, there was a decrease in the slump of the GPC. The setting time was significantly affected by the higher percentage of SSW. The presence of angular-shaped SSW particles notably improved the compressive strength of GPC when replacing a portion of the river sand with SSW. When exposed to elevated temperatures, the performance of the GPC with SSW exhibited similar behavior to that of the mix containing conventional river sand, but it demonstrated a lower residual strength following exposure to elevated temperatures.

Exploring the possible utilization of SSW as a substitute for river sand in GPC, and its effects on the performance of the proposed mix. Analyzing, how varying moisture conditions affect the performance of GPC containing SSW. Evaluating the response of the GPC with SSW exposed to elevated temperatures in contrast to conventional river sand.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.