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Across the United States (US), COVID-19 vaccination coverage was lower in rural counties compared to urban counties, exacerbating rural health inequities. While rural communities fall short of the public health goal to vaccinate all who are eligible, most rural residents have chosen to vaccinate for COVID-19. The aim of this study was to better understand rural New Mexicans' attitudes and beliefs about COVID-19 vaccines.

We conducted and analyzed 51 in-depth, semi-structured interviews with adults living in rural New Mexican counties, covering a range of topics related to the pandemic, including vaccines. These interviews were conducted in the Summer of 2021 after the vaccines were widely available to all adults over the age of 18 and youth between the ages of 12–17, but not yet available for children under 12 years.

Two major perspectives were identified: (1) the idea that COVID-19 vaccinations are a tool that individuals can use to achieve freedom and protection and (2) the view which regarded vaccines as an infringement of personal rights and one's autonomy of health. For people who viewed the vaccine as a tool for freedom, several themes emerged, including (1) a preference for vaccine manufacturers, specifically a preference for Pfizer, and (2) frustrations related to vaccine access, specifically, older adults expressed frustrations with the difficulty of scheduling vaccination appointments. However, most participants felt as though they had enough vaccination resources. For people who viewed vaccines (and vaccine mandates) as limiting their freedom, additional themes emerged: (1) overarching distrust of government and the perception that vaccines were an extension of government and (2) distrust in the vaccines themselves, including a perceived lack of research on the vaccines and a perception that the vaccine was developed in too short of a period. Some of the people who hold these beliefs are also vaccinated. We draw from social psychology theories to better understand how people who hold a rural identity come to establish different beliefs and practices compared to larger metropolitan regions. While political identity is a contributor, of our participants, the group who were most likely to report not being vaccinated were the “independent” or “unaffiliated voters.” Our findings can help craft culturally responsive vaccine initiatives for rural communities.

The purpose of this book chapter is to examine how sustainable developmental goal (SDG) implementation for sustainability transformation can be driven by the business practice of a multinational enterprise (MNE). It concerns sustainability transformation that takes place in complex environments with the engagement of different types of stakeholders from various organizations and domains. The chapter focuses on inclusive stakeholder orientation to move from a firm-centric to a societal perspective grounded in an ethical, macro-oriented, and network philosophy. The transformation is embedded in the global transformation agenda, the UN 2030 agenda, with its 17 SDGs. In this chapter, the authors assess MNEs’ role in implementing the SDGs by conceptualizing sustainability transformation practice in a business context of IKEA grounded in circular economy and circular society thinking. Implementing the SDGs strengthens the “challenge-driven transformative change.” Based on the theoretical and conceptual framework, the authors have constructed a matrix and contextualized the case of IKEA. It results in a descriptive analysis of MNE SDG implementation for sustainability transformation. The chapter has contributed a general model for a sustainability transformation practice in a business context embedded in circular economy and circular society thinking, which can utilize for challenge-driven transformative change. The new model has been redesigned for its new purpose. The model is constructed based on a new theoretical and conceptual framework and from the context of IKEA as a MNE acting as a globally integrated enterprise with a circular and societal transformation focus.

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.