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Purpose – This chapter provides a roadmap for future research and evaluation on violent extremist risk analysis.

Methodology/Approach – The authors synthesize the lessons learned from process evaluations of general violence risk assessment, bias research, survey designs, linguistic analyses, and spatial analyses, and apply them to the problem of violent extremist risk assessment and management.

Findings – The next generation of violent extremist risk assessment research will necessitate a focus upon process, barriers to effective implementation and taking the human element of decision-making into account. Furthermore, the development of putative risk factors for violent extremist attitudes and behaviors necessitates a movement toward more survey-based research designs. Future risk assessment processes may additionally take language and spatial components into account for a more holistic understanding.

Originality/Value – Based on existing literature, there is a paucity of research conducting process evaluations, survey designs, linguistic analyses, and spatial analyses in this area. The authors provide several roadmaps, assessments of respective strengths and weaknesses, and highlight some initial promising results.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

The burgeoning practice of peer-to-peer breastmilk sharing in the United States conflicts with public health concerns about the safety of the milk. In-depth interviews with 58 breastmilk sharers highlight the ways in which these respondents counter widespread risk narratives. These caregivers deploy existing social values such as self-reliance, good citizenship, and “crunchy,” or natural, mothering to validate their milk-sharing practices. However, because of stratified reproduction, in which society encourages White motherhood while it disparages motherhood among poor women and women of color, these discourses are more accessible to milk sharers who are White and from middle-class. Black and Latinx milk donors and recipients offer additional rationale for milk sharing that includes reclaiming their legacies as worthy mothers and elevating milk sharing to justice work. In rejecting and reframing risk, all of these milk sharers work toward flattening the good mother/bad mother binary.

In this chapter, the authors will discuss the global learning partnership (GLP), which is an innovative and evidence-informed model of experiential learning for health professional students. The model is based on partnerships between universities to promote the UN Sustainable Development Goals (SDGs) agenda.

The GLP is a placement opportunity for an inter-professional cohort of visiting and local students and academics, designed as an action-orientated, community engagement learning experience focused on addressing community health and well-being needs (Goal 3). Consistent with the SDGs, strong partnerships (Goal 17) are essential to lasting impact.

The aim of developing the GLP was to design, implement, and trial a new model of global placement that was sustainable, capacity building, and a genuine learning opportunity for local and international health science students, driven by the agenda to increase learning about and action on the SDGs. This model was designed to harness the strengths of existing educational frameworks recognized for the beneficial learning opportunities they provide; inter-professional learning; learning from and with communities with SDG needs; and with a three-week immersion component for building cultural competency.

In addition to focusing on the SDG agenda, the GLP is unique in drawing on the knowledge and skills of local students and academics in educating the visiting students to work in geopolitically and socioculturally complex community setting building, as visitors learn from both local students and the local community about best practice.

This chapter will provide discussion of the theoretical framework underpinning the model design and draw on the student and academic experience. Practice details are also provided to allow educators in other organizations to replicate the partnership model.

Family as a domestic group is seen to be crucial for the production and replenishment of human capital from generation to generation. With the consequences of demographic aging process, there is a rethinking into the structure and function of the institution for critically analyzing the contemporary challenges. In India, graying of the population became one among the major reason for scholars to pay more attention to interpret family attributes. Women’s social status, autonomy, and entitlements had marked serious shifts according to subsequent changes that happened. Using mixed methodology, aged women from Hindu families in India were studied. An examination of the existing structure, functions, social duties, and responsibilities in Hindu families, sociocultural constructions of identities within the sphere of family, and the impacts of age identities in determining the health-related quality of life and subjective well-being of aged women were the objectives of the study. While Bourdieu’s concept of habitus was used as a theoretical basis for the study, the researcher gives prepositions for sociocultural constructions of age identities through the concepts of Reverse Metamorphosis and Identity Cocoons. The study reveals that the self and social identity constructs explain interactive behavior as well as the interplay of personal meanings, family dynamics, and informal factors across the life span under the sociocultural underpinnings in a multicultural society like India.

The COVID-19 pandemic imposed significant and abrupt lifestyle changes on the pediatric population. Major lifestyle changes that occur during children’s and adolescents’ vital developmental years have the potential to introduce stressors, which have both immediate and long-term effects on physical and mental health. The aspects of the COVID-19 pandemic that impacted pediatric mental health included school closures, quarantine, increases in screen time, changes to Labor & Delivery unit COVID-19 policies, and changes to the delivery of clinical mental health care, including telehealth. In addition, pediatric mental health was deeply impacted by the ongoing challenges to health equity associated with health disparities and racism as a health crisis. Pediatric mental health declined since the start of the pandemic, school closures and quarantine affected rates of food insecurity and physical activity levels, and the COVID-19 pandemic exacerbated pre-existing health disparities and mental health conditions among the pediatric population. Recommendations for building more resilient public health systems are explored.