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The world Englishes (WE) paradigm gravitating around the recent models of English has been theoretically discussed in the applied linguistics profession: that is, English today has gone beyond the general description of post-colonial and institutionalized varieties and is being defined as the linguistic diversity realized by all global users (Ates et al., 2015). This advocates the creation of “multidialectical English speakers/listeners” among WE with intercultural insight and knowledge (Lee, 2012) by supporting linguistic and cultural diversity with cultural tolerance. While theoretical discussions on WE abound, this paper aims to focus more on local learners/users of WE: it investigates Korean university students’ perceptions of WE, their attitudes toward WE and finally factors that affect their perceptions and attitudes.

Sixty Korean students in a university participated in the survey. Data include questionnaires and interviews.

Results indicate that the students still have a preference and are able to more easily recognize the inner circle (IC) Englishes but have a keen interest in being exposed to WE for less stressful, more interactive, communicative and comprehensible uses. Pedagogical implications and suggestions are also discussed.

The data enable researchers to gain more insight into several of the social, political and cultural aspects or dimensions that are at play in the WE debate. As previous studies have indicated, an individual’s attitude toward WE is not just a simple matter of choosing which form of English to learn; it is one that has important ramifications in shaping a person’s worldview and cultural perspectives. Within the context of the WE paradigm, this study reveals the influence still held by IC countries yet provides strong evidence that an awareness of the reality of and interest in WE presently exists in Korea.

This finding has important implications for English instructors, institutions and educational policy makers in the expanding circle where local varieties of English are emerging.

This paper is all originated from the current study’s research questions and interviews. Students were all attending a university at that time. This study carries an important value, as it reports how Korean university students feel/value WE in relation to IC Englishes and how they feel and shape their attitudes toward the theoretical justification of WE.

Refugees resettle in the USA every year to escape genocide, famine, civil wars and crises in their countries. The diverse cultural identities of the refugee population in south-central Kentucky make it essential to research into their health-care usage patterns. The purpose of this study is to examine the health-seeking patterns of refugees in relation to their culture and the usage of available health services.

This is a descriptive correlational study that culled 110 refugees who completed self-administered or interviewer-administered semi-structured questionnaires. Questionnaires were translated into four different languages. T-tests and ANOVA assessed differences between variables.

Findings indicate that a demographic factor such as refugees’ nationality plays a role in both the access and use of health services [F (5, 98) = 4.29, p < 0.001]. Refugees’ beliefs and social factors such as acculturation (t = −2.03, p < 0.04) and having health insurance (t = −3.35, p <0.001) also affect the use of health services. The level of cultural competency of the health-care facility or provider as depicted by the presence of interpreters (t = 1.92, p < 0.05) was associated with increased use of the health services provided.

The sample of refugees is only representative of the general refugee population in south-central Kentucky; hence, there is inadequate generalization.

Cultural diversity should be included in the health and policymaking debates that surround the refugee population of south-central Kentucky to ensure their well-being.

This chapter employs multiple frameworks to establish the need for and the promise of culturally inclusive science literacy strategies for urban United States contexts. Relevant frameworks for inclusive science education include (but are not limited to) science literacy by discourse norms found in Next Generation Science Standards (NGSS), American Association for the Advancement of Science (AAAS) and National Research Council (NRC) reform documents and Culturally Responsive Pedagogy. Science education research has demonstrated that traditional notions of literacy have historically led to exclusion of diversity among successful science students. In part, an assessment driven narrow representation of science in schools has led to a growing opportunity gap for children of colour, particularly in urban settings in the United States. Culturally based best practices in teaching science literacy can aid in the achievement of underrepresented science students as research continues to demonstrate the need for culturally relevant curriculum materials which recognise diverse cultural perspectives and contributions in science.

As our correspondent on another page suggests, the economic crisis may have reactions upon libraries. The most obvious one he mentions is the increased difficulty we shall experience in obtaining American books. Not all libraries, public or private, make any special collection of books published in the United States, although there has been an increasing tendency to buy more as the relations of the two countries have grown closer through their common struggle; in fact, we know libraries which have spent many hundreds of pounds in the course of the past year or two on the select lists of books which have been made for us by American librarians. It is most unfortunate that the manipulation of dollar currency should have brought about a situation in which even the exchange of ideas between the countries becomes more difficult. One suggestion might be made and that is that our American colleagues should continue to sift the literature of this time of famine for us, so that further select lists may be available in better days.

The purpose of this paper is to determine whether the presentation medium of corporate social and environmental web site disclosure has an impact on user trust in such disclosure, and to examine the effect of media richness on user perception about corporate social and environmental responsibility.

The paper's methodology is a three‐by‐two between‐subjects design experiment, manipulating presentation medium and industry type. Participants viewed social and environmental web site disclosures and completed and communicated their perceptions of trust and the experimental companies' corporate social responsibility.

The presentation medium richness of social and environmental web site disclosures is positively associated with: trusting intentions, but not trusting beliefs, of web site users; and user perception of corporate social and environmental responsibility.

As with all controlled experiments, the research design focused on internal validity to maintain control over the task design, manipulation, and measurement of variables. While this required trade‐offs with external validity, the task was designed based on real‐world scenarios to maintain high levels of external validity within the experimental setting.

The paper provides evidence that corporations could use enhanced web‐based technology to potentially mislead users regarding their performance in the social domain.

The paper extends the visual disclosure literature by examining the richness of the image/visual media, and investigates whether user perceptions are impacted by the variations in its richness.

In a time of ethical lapses and moral ambiguity, it is essential for the university, the source of preparation for managers, scientists, journalists, teachers, and other professionals, to understand its role as a force in preparing graduates for decision‐making. The university is a “moral force” because it constantly extends the boundaries of what is known, and therefore challenges societal rules describing desirable and undesirable states and behavior. By focusing on the decision‐making competence of those it educates, it also makes choices about the values it will express, exhibit, and eschew. In this way, the university has a unique opportunity to help create a culture of conscience not only for the professions and professionals, but for all citizens, through its teaching, scholarship, actions, and service to and with others. With this as its stance, the university would strengthen its place at the center of society and solidify its place at the margins – as curator, creator, and critic.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.