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This paper aims to examine the relationship between self-care management and quality of life in elderly hypertensives at the Jember Nursing Home.

Thirty-five respondents were collected for a cross-sectional study with consecutive sampling. This study used the Hypertension Self-Management Behavior Questionnaire and Quality of Life-Elderly, as well as a questionnaire about individual characteristics. Kendall's Tau-b Test was used to analyze the data obtained from this study.

The majority of the elderly in the Jember Nursing Home reported having moderate self-care management (46.9%) and moderate quality of life (57.1%). This study found a significant positive correlation between self-care management and quality of life (p-value = 0.001), which was weak and significant (r = 0.282).

This research has limitations on the number of respondents used in this study, because this research was only conducted in one place (one site center). Include the respondent's features more in the past history, and only a few are related to the physical health domain. So that further research can be conducted on more respondents, with a wider coverage of locations and adding some of the characteristics of respondents related to the domain of physical and psychological health.

The role of gerontology in overcoming loneliness in the elderly is to increase health service activities, both primary and secondary, such as monitoring blood pressure, providing consultations and routine examinations for the elderly related to hypertension and being able to control the dietary intake of hypertensive foods in the elderly.

Elderly in nursing homes experience hypertension due to poor self-care management problems, which will have an impact on worsening quality of life conditions.

This study aims to assess the association of Healthy Eating Index (HEI) with levels of fasting blood sugar (FBS) and lipid profile in normoglycemic and elevated FBS patients.

This case-control study was conducted on 144 participants, namely, 72 normoglycemic subjects (FBS < 100 mg/dl) and 72 high-glycemic patients (FBS ≥ 100 mg/dl) aged 20–60 years of age, who were selected from the nutrition and diet clinics in Tehran city. The dietary intake was collected by using a validated food frequency questionnaire to determine the HEI score.

The mean±SD age and body mass index of participants were 47.1 ± 12.7 years and 29.6 ± 6.0 kg/m², respectively. The median (interquartile range) of HEI scores in the normoglycemic group and the high-glycemia group were 19.34 (15.24–24.31) and 16.53 (13.35–24.07), respectively. In the overall population, the findings of the multi-variable linear regression model indicated a positive association between the HEI score and high-density lipoprotein-cholesterol (HDL-C) (ß = 0.34; 95%CI: 0.05–0.64, P = 0.01). However, there is no significant association between HEI and HDL-C in normoglycemic (ß = 0.19; 95%CI: −0.31, 0.69, P = 0.45) and hyperglycemic subjects (ß = 0.28; 95%CI: −0.10–0.66, P = 0.15). Furthermore, the association of HEI with levels of FBS, triglycerides (TGs) and low-density lipoprotein-cholesterol (LDL-C) was not significant in any of the analyzed groups, including the total population, normoglycemic individuals and hyperglycemic subjects.

This study was the first study to assess the role of HEI and its components with levels of FBS and lipid profile in normoglycemic and hyperglycemic individuals in Iran. The findings suggested that higher adherence to HEI may be associated with an increase in the HDL-C level. However, HEI could not predict FBS, TGs and LDL-C levels in the adult population.

This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.

Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.

This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.

This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.

This article examines the role the Australian Trade Union Training Authority (TUTA) played in international education through the provision of trade union courses and exchanges. We consider how an investigation of trade union networks contributes to a richer understanding of international education linkages.

This paper is based on research conducted for an Australian Research Council (ARC)-funded project: Trade union training: reshaping the Australian industrial landscape (ARC LP180100500). This research involved a critical analysis of 60 semi-structured oral history interviews and textual archives, including the official records held by the National Archives of Australia and papers held by the Noel Butlin Archives, the Australian Council of Trade Unions and in private collections.

TUTA was established primarily as a national union training organisation, but from its inception, it also acted as a hub for the development of regional and international labour networks. The nature of TUTA’s work placed it at the intersection of international trade union and educational domains. Although there were some points of contact with formal international programs (e.g. Japan–Australia and Kellogg Foundations, the Colombo Plan and US Department of Labour exchanges schemes), the specific contribution of TUTA is overlooked in the educational exchange literature. The role of TUTA is revealed through institutional connections and individual experiences.

Further research is required to gain a deeper understanding of the impact of TUTA from the perspective of former participants in international TUTA course and current and former trade unionists in the Asia–Pacific.

This article builds new knowledge by examining the connections forged in the Asia–Pacific region at the intersection of trade union and educational networks, an area often overlooked in the literature on educational exchange.

Educators have had good reason to be concerned with social justice in a context where diversity has become more pronounced in both our schools and communities, with widening divisions between the advantaged and the disadvantaged. Internationally, increasing emphasis has been placed on utilizing the role of school leadership to address issues of social justice and equality, within a scenario where comparative studies of the performance of educational systems dominate the policy imagination globally, thus leading to increased pressure on school systems. This chapter presents a problematization of the social justice concept within education as presented in the literature, while setting out to critique this concept as an educational goal, as well as the role educational leadership is expected to play in the promotion of equity and social justice discourses through the lens of Actor-Network Theory (ANT). This theoretical chapter has implications for theory, policy, and practice.

A recent United Nations (2021) report stated that education needs to be concerned with enhancing human relationships with the natural world if we are to work toward building a sustainable future. This paper proposes that educational practices underpinned by an ecological orientation in mid-century Aotearoa offer insights for educators looking to enhance human connection with nature. It also argues that ecological thinking has implications for how research in the history of education might be carried out.

The article responds to recent calls in history of education for researchers to attend to the intertwined ecologies of living and material worlds in research approaches by Maria Tamboukou (2020) and Karin Priem (2022). It conducts a close analysis of a 1952 nature diary, encountered in the national archive, written by a 9-year-old pupil on the West Coast of the South Island. The analysis attends to the human–nature interactions the diary records, and to the resonance of the text in the context of post-war curriculum changes.

Post-war nature study in Aotearoa New Zealand built on an aim to nurture children’s connections with nature and to place. Analysis of an entry from the 1952 nature diary highlights these connections and demonstrates the possibilities for a reframing of human–nature relationships that emerge with an ecological orientation in education. These findings speak to urgent contemporary concerns with environmental sustainability and human–nature relationships.

The paper draws on educational philosophy and theory (Fesmire, 2012; Nicol, 2014) alongside recent conversations in the history of education (Priem, 2022; Grosvenor and Priem, 2022; Tamboukou, 2020) to consider human–nature relationality at the heart of ecological thought. It outlines an approach to archival research that is ecologically oriented, generating openness and receptivity to the material world.

We examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.

Qualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.

Students responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.

Documenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

This study aims to describe and evaluate various visual and creative tools for supporting the in-depth biographical interview aimed at analyzing educational communities and their stakeholders.

Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper suggests reflecting on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied.

The main contribution of this paper is to unpack the uses and applications of four visual tools that support the interview technique. First, photo-elucidation is presented as a sensory strategy to stimulate the narrative during the dialogical exchange of the interview. Next, the timeline is described as a visual concretization of the traditional biogram widely used in educational research. Next, the authors unravel the uses of the organizational chart in educational research, which, due to its nature and utility, provides a glimpse of the organizational functioning of an institution and is particularly suitable for research in institutional frameworks. Finally, the tool known as the flight of the geese is presented. This tool is recommended for use in educational leadership and teamwork studies due to its simplicity and high representativeness of the hierarchy of roles and functions.

Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions, and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper invites us to reflect on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram, and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied.

Saudi Arabia’s government’s dedication to modernizing and improving the country’s educational system has resulted in profound changes to the country’s educational environment. A key component of societal development, economic prosperity, and preparing the next generation for a changing environment is education. This chapter charts the historical development, emphasizing significant events and difficulties encountered at every educational level. The chapter describes the significant increase starting in the 1950s, focusing on worldwide standards while upholding moral principles, from its origins in Islamic studies to King Abdulaziz Al-Saud’s creation of a formal education system. Significant progress persisted into the 2000s, especially in the area of women’s education. This chapter also discusses the implication of Vision 2030 in Education and Research skills and provides significant insights for the elevation of the quality and the impact of education toward resilient social inclusive economic development in Saudi Arabia.

In this study, I use currere to examine excessive entitlement in my own high school education. By “excessive entitlement,” I emphasize teachers' actions and systemic conditions related to an excessive educational mindset justifying (and manifesting) self-infallibility. Teachers displaying excessive entitlement might take for granted, for example, the correctness of their actions, closing self-awareness, and more equitable relations with others (especially students). On a structural level, it includes, for example, societal norms, school policies, educational traditions, and often laws. Specifically, I present findings examining three levels of curriculum – the formal or explicit, the implicit or hidden, and the null or present/absent. I offer my own story as a case study of how schools and teachers may silence and erase student identity and culture as well as how more inclusive and dialogic teaching approaches (and methods of inquiry) can counteract and offer alternatives to such oppressive forces. My framework includes professional ethics, moral ethics, and social justice ethics. Looking back at my history as a gay high school student, I discovered that my school's explicit curriculum provided teachers with a safe haven for bigotry and hostility toward LGBTQ students (as well as female students and students of color), and its hidden curriculum projected messages that privileged such a curriculum (and denigrated epistemologies more on the margin). It was only in the null curriculum that I began to experience a sense of liberation and inclusion and an awareness of the multiplicity of epistemology and ontology.