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The purpose of this study was to explore how care theory and the ethics of care are explained by students in the online environment to clarify the factors that are more relevant in establishing and maintaining caring relations in online learning context.

Utilizing naturalistic inquiry, the researchers interviewed online students and coded transcripts using multiple coding methods within two phases of analysis. Noddings' framework for ethics of care was utilized to identify strategies and practices that enhance each of Noddings' elements in an online course experience.

The findings of this exploratory study provide evidence on how learners perceive being cared for and highlight specific instructor behaviors and course design elements that support the emergence and maintenance of a climate of care in an online learning environment. Indicators of all four elements of Noddings' framework were present in the interviews. Within the themes of each element, strategies and practices to enhance each element in an online course experience are further explained.

Establishing a climate of care, whether in traditional or online learning, leads to more inclusive learning experiences that are responsive to the needs of all learners. This study brought to light some of the factors that are more relevant in establishing and maintaining caring relations in online learning context.

The findings of this study add to the literature on the role of emotions in an online learning as viewed through the lens of care theory. The findings highlight some strategies and behaviors that promote a climate of care in an online environment from a learner's perspective.

The planners of Aslib's 46th. Annual Conference—to be held from 24th to 27th September in Ranmoor House, University of Sheffield—have chosen to be strictly practical this year. Their theme—the role of external information services of all kinds (not only computer based systems) in relation to the work of the local information unit and library—is a problem of some urgency and the development of these services in a form that will best serve the information community is of concern to more and more people in the library and information world.

This article focuses on one court case concerning the regulation of Anti-Abortion protesting and asks: (1) Do the various actors involved in this case recognize a tension between their actions and their broader beliefs concerning the regulation of political protests? (2) If this tension is recognized, how do the actors resolve it, and if it is not recognized, why is it not? While concerned with legal consciousness and cognitive dissonance, the article is framed by broader questions concerning tolerance and the interaction of law and political passions.

The purpose of this study is to examine the views from Pacific addiction service providers with the aim of exploring perceived barriers and solutions for Pacific substance and behavioural addiction services in Aotearoa, New Zealand.

One-on-one semi-structured interviews were conducted with eight Pacific alcohol other drugs and gambling health professionals in New Zealand. Interviews were audio recorded and transcribed verbatim. A general inductive thematic analysis was then used to identify themes.

Pacific alcohol other drugs (AOD) services have adapted well to the COVID climate; stigma and time remain persistent barriers to access for clients. Pacific AOD services expressed concerns regarding their disconnect with primary health care and the need for collaboration and partnership. Pacific AOD models of care and workforce development would be encouraged, supported and provisioned with increased and stable funding within the sector.

The lack of prioritisation and adequate funding that Pacific AOD services continue to face needs to be addressed. This will ensure that the expansion of Pacific AOD services is not only sustainable in regards to growing the Pacific AOD workforce but can also safeguard the responsiveness of the Pacific AOD sector to the changing demographics and increasing AOD needs of future Pacific populations in New Zealand.

Stigma, timing of AOD services and the disconnect between primary and secondary Pacific addictions continue to hinder accessibility to AOD services for Pacific people. The findings highlight that Pacific AOD services require a health system embedded in equity, operating to protect, foster, enhance Pacific models of addiction care and service delivery.

The lack of prioritisation and adequate funding that Pacific AOD services continue to face needs to be addressed. This will ensure that the expansion of Pacific AOD services is not only sustainable in regards to growing the Pacific AOD workforce but can also safeguard the responsiveness of the Pacific AOD sector to the changing demographics and increasing AOD needs of future Pacific populations in New Zealand.

It has been over a decade since the last study identifying the effectiveness of Pacific AOD services. The findings highlight that Pacific AOD services require a health system embedded in equity, operating to protect, foster, enhance Pacific models of addiction care and service delivery. The lack of prioritisation and adequate funding that Pacific AOD services continue to face needs to be addressed. This will ensure that the expansion of Pacific AOD services is not only sustainable in regards to growing the Pacific AOD workforce but can also safeguard the responsiveness of the Pacific AOD sector to the changing demographics and increasing AOD needs of future Pacific populations in New Zealand.

Provisional Rules and Orders dated April 8th, 1927, made by the Minister of Health for amending the Public Health (Preservatives, etc., in Food) Regulations, are as follows :—

Social media has created a new level of interconnected communication. However, the use of online platforms brings about various ways in which a user’s personal data can be put at risk. This study aims to investigate what drives the disclosure of personal information online and whether an increase in awareness of the value of personal information motivates users to safeguard their information.

Fourteen university students participated in a mixed-methods experiment, where responses to Likert-type scale items were combined with responses to interview questions to provide insight into the cost–benefit analysis users conduct when disclosing information online.

Overall, the findings indicate that users are able to disregard their concerns due to a resigned and apathetic attitude towards privacy. Furthermore, subjective norms enhanced by fear of missing out (FOMO) further allows users to overlook potential risks to their information in order to avoid social isolation and sanction. Alternatively, an increased awareness of the personal value of information and having experienced a previous privacy violation encourage the protection of information and limited disclosure.

This study provides insight into privacy and information disclosure on social media in South Africa. To the knowledge of the researchers, this is the first study to include a combination of the theory of planned behaviour and the privacy calculus model, together with the antecedent factors of personal valuation of information, trust in the social media provider, FOMO.

The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications for educational development.

Using pre/post-assessments, the author measured participants' learning gains and skill development. In Study 1, the authors measured learning gains for 109 computer science GUSIs randomly assigned to complete the modules or not. Participants who completed the modules performed significantly better on the post-assessment relative to the control group across all seven module learning objectives aligned with GUSI responsibilities. In Study 2, we iterated on both assessments and modules, replicating Study 1 results for GUSIs from other quantitative disciplines. In Study 3, the authors compared learning gains from online modules to in-person training sessions, focusing on the authentic task of providing written feedback on student work.

Proficiency improved equally and significantly via both training modalities.

At research-intensive universities, GUSI training can be inconsistent and difficult to scale and rarely assessed via direct measures of outcomes. To the authors’ knowledge, this is the first study to rigorously measure GUSI skill development via authentic assessment tasks such as grading student work and/or providing effective written feedback rather than simply testing knowledge. This study also addresses implications for designing and implementing effective GUSI training at scale.

Ever since our cognitive make-up allowed it, human beings have used their information behaviour abilities to help them survive. Information behaviour evolved in response to the need by early humans to benefit from information that could not be immediately accessible in the nearby environment or obtained through communication. Humans developed an information behaviour ability, including processes of information sense making, foraging, seeking, organising and using. Information behaviour brought several benefits to early humans, including greater influence and control over their environment, and the degree in which they could use the environment for their own gain and survival. Information behaviour thus brought several advantages for the survival of early humans, and consequently emerged as a genetically favoured trait (Spink, 2010).

In Ontario Canada, being a vice principal is not considered a career goal. Rather, school principals are drawn from the ranks of practising vice principals. Potential administrators must first pass the principal qualification program and spend several successful years in the interim position of vice principal (known as assistant principal, deputy principal, and assistant headmaster in other countries) before applying for the principalship itself. The current system appears to be replete with inherent challenges both for vice principals and the educational stakeholders they serve. Administrator training is based on a quantitative paradigm, but the vice principal role is highly qualitative in nature, requiring strong interpersonal skills to address conflict for which no training is provided. The current system addresses the dual role of management and leadership but from the perspective of the principal, not the vice principal. Training also favors management over leadership, yet hiring processes for vice principals place a high value on demonstrated leadership. Facility with ethical decision-making is central to the vice principal role yet absent from qualification programs. Qualification programs use classroom-based learning with no “in-role” field experience. Mentoring systems designed to provide new vice principals with help are inadequate for supporting daily tasks. As a consequence, newly appointed vice principals find themselves in a role for which they have not been trained.

Supervisors play an important role in the educational life and progress of graduate students. Having a positive and supportive working relationship with one’s supervisor is important to student wellbeing and contributes to graduate students’ ability to thrive within higher education. In this chapter, the authors examine the impact of supervisors on graduate student wellbeing and thriving within the context of higher education. Students with highly autonomy-supportive supervisors tended to report higher thriving. Findings indicate that the quality of interactions, the type of support provided by, and the quality of student–supervisor relationships are important factors and considerations for graduate student thriving. This study advocates for the recognition of the critical role that supervisors play in the thriving and languishing of graduate students and calls for more structured and wide-reaching professional development programs that work to create an environment where autonomy-supportive and compassionate supervision are seen as the standard for graduate faculty.