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University students are a unique population with great potential to adopt eating habits that promote positive human and planetary health outcomes. The purpose of this study is to illustrate the current perceptions of sustainable eating behaviours among the students and to examine the determinants of sustainable eating behaviours.

Data were collected from December 2020 to May 2021 through focus group discussions among university students in Ontario, facilitated through synchronous online sessions. There were 21 student participants during the course of five focus group sessions (4–5 participants per session) from various departments within the university. The discussions were transcribed and analyzed for main themes and concepts using open coding; deductive coding based on the framework by Deliens et al. as well as the literature; and inductive coding for emerging themes.

The students had different perceptions about what constituted sustainable eating behaviours, some of which were not based on fact. A variety of individual, environmental (macro, micro and social) and university characteristics were mentioned as factors influencing sustainable food choices, with “food literacy” and “campus food” being the top two factors.

This study presents a novel and holistic overview of how sustainable eating behaviours and sustainable foods are perceived among university students and identifies the perceived determinants of adopting sustainable eating behaviours. This study helps with identifying opportunities to promote sustainable eating behaviours among university students and the design/implementation of informed interventions and policies aimed at improving eating behaviours.

The purpose of this research is to (1) identify factors affecting food choices of young adults in Canada based on environmental perceptions, personal and behavioral factors as determinants of eating behaviors; (2) segment Canadian young adults based on the importance of the identified factors in their food choices.

An online survey was administered to Canadians aged between 18 and 24 to collect data on socio-demographic factors and eating behaviors (N = 297). An exploratory factor analysis (EFA) was used to identify the main factors affecting eating behaviors in young adults, followed by K-means clustering to categorize the respondents into consumer segments based on their propensity to agree with the factors.

Six factors were extracted: beliefs (ethical, environmental and personal); familiarity and convenience; joy and experience; food influencers and sociability; cultural identity; and body image. Using these factors, six consumer segments were identified, whereby members of each segment have more similar scores on each factor than members of other segments. The six consumer segments were: “conventional”; “concerned”; “indifferent”; “non-trend follower”; “tradition-follower”; and “eat what you love”.

Identifying major factors influencing eating behaviors and consumer segmentation provides insights on how eating behaviors might be shaped. Furthermore, the outcomes of this study are important for designing effective interventions for shaping eating behaviors particularly improving sustainable eating habits.

This case requires students to evaluate alternative dual-share-class corporate structures that allow companies and entrepreneurs to pursue profit with purpose. The case explores Impact Makers, an IT consulting company based in Richmond, Virginia. While original founders of the firm hold all voting rights, the cash flow rights belong to two nonprofits setting the stage for a Newman's Own model of management consulting. The case discusses whether and how the alternative corporate structure aids the firm's overall strategy to attract top-quality employees, pay them competitive salaries, and provide superior service to its clients while donating 100% of its lifetime value to charitable causes, largely through partnerships with various nonprofit organizations. More importantly, the case asks students to evaluate how such a dual-share-class and dual-purpose company can raise capital to fund continued growth.

The case opens with CEO Michael Pirron reminding himself of all the questions he had run through to execute a strategy to further grow Impact Makers' consulting business both through expanding a menu of services and through conquering new geographical markets. To do either, or both, the company needed a cash infusion. Internal cash was limited, as up to 40% of it flowed to charitable partners, demonstrating Impact Makers' commitment to its mission. Raising debt for a company without fixed assets was challenging and time consuming. Complicating it all was that being structured as a nonstock corporation rendered equity raising difficult. Could Impact Makers raise money to grow and stay true to community values at the same time?

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

The COVID-19 pandemic significantly increased demand for medical and protective equipment by frontline health workers, as well as the general community, causing the supply chain to stretch beyond capacity, an issue further heightened by geographical and political lockdowns. Various 3D printing technologies were quickly utilised by businesses, institutions and individuals to manufacture a range of products on-demand, close to where they were needed. This study gathered data about 91 3D printed projects initiated prior to April 1, 2020, as the virus spread globally. It found that 60% of products were for personal protective equipment, of which 62% were 3D printed face shields. Fused filament fabrication was the most common 3D print technology used, and websites were the most popular means of centralising project information. The project data provides objective, quantitative insight balanced with qualitative critical review of the broad trends, opportunities and challenges that could be used by governments, health and medical bodies, manufacturing organisations and the 3D printing community to streamline the current response, as well as plan for future crises using a distributed, flexible manufacturing approach.

“Scholarly Communication” is a frequent topic of both the professional and research literature of Library and Information Science (LIS). Despite efforts by individuals (e.g. Borgman, 1989) and organizations such as the Association of College and Research Libraries (ACRL) to define the term, multiple understandings of it remain. Discussions of scholarly communication infrequently offer a definition or explanation of its parameters, making it difficult for readers to form a comprehensive understanding of scholarly communication and associated phenomena.

This project uses the evolutionary concept analysis (ECA) method developed by nursing scholar, Beth L. Rodgers, to explore “Scholarly Communication” as employed in the literature of LIS. As the purpose of ECA is not to arrive at “the” definition of a term but rather exploring its utilization within a specific context, it is an ideal approach to expand our understanding of SC as used in LIS research.

“Scholarly Communication” as employed in the LIS literature does not refer to a single phenomenon or idea, but rather is a concept with several dimensions and sub-dimensions with distinct, but overlapping, significance.

The concept analysis (CA) method calls for review of a named concept, i.e. verbatim. Therefore, the items included in the data set must include the phrase “scholarly communication”. Items using alternate terminology were excluded from analysis.

The model of scholarly communication presented in this paper provides language to operationalize the concept.

LIS lacks a nuanced understanding of “scholarly communication” as used in the LIS literature. This paper offers a model to further the field's collective understanding of the term and support operationalization for future research projects.