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In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study reported here, the authors explored the experiences of healthcare professionals when first implementing integrated care pilot projects, bringing together physical and mental health services, in a community hospital setting.

Engaging a qualitative descriptive study design, semi-structured interviews were conducted with 24 healthcare professionals who discussed their experiences with implementing three integrated care pilot projects one year following project launch. The thematic analysis captured early implementation issues and was informed by an institutional logics framework.

Three themes highlight disruptions to established logics reported by healthcare professionals during the early implementation phase: (1) integrated care practices increased workload and impacted clinical workflows; (2) integrating mental and physical health services altered patient and healthcare provider relationships; and (3) the introduction of integrated care practices disrupted healthcare team relations.

Study findings highlight the importance of considering existing logics in healthcare settings when planning integrated care initiatives. While integrated care pilot projects can contribute to organizational, team and individual practice changes, the priorities of healthcare stakeholders, relational work required and limited project resources can create significant implementation barriers.

The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework.

The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations.

The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers.

This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.

This special “Anbar Abstracts” issue of the International Journal of Manpower is split into seven sections covering abstracts under the following headings: Human Resource Management; Career Planning & Recruitment; Women/Dependant Care; Health & Safety ; Education &Training ; Industrial Relations & Participation ; Redundancy.

Mr. Cutter commences his classic “Rules” with a statement of the objects some or all of which a catalogue is intended to compass. I have put these objects in the form of “wants,” confining them, it will be observed, to the catalogue considered merely as a finding list I may go to the catalogue, then, with any of the following half‐dozen wants:—

This study aims to empirically examine the knowledge, social and religious factors effecting the intention to receive COVID-19 vaccination while considering the mediating role of attitude towards COVID-19 vaccination. The research explores how the Islamic ideologies shape Muslims’ knowledge, social and religious beliefs towards COVID-19 vaccination acceptance or refusal.

Theoretically, the study is based on the functional theory of attitudes. The model of the study is comprised of nine variables explaining the attitude and intention towards COVID-19 vaccination. Among nine variables, perceived Islamic religiosity, perceived behavioural control and Halal consciousness among Muslims are explained through the value-expressive function of attitude. Furthermore, the perceived risk of COVID-19, the perceived side effect of COVID-19 vaccination and the perceived efficacy of COVID-19 vaccination are considered in the model based on the utility function of attitude. Moreover, social influence for COVID vaccination, subjective norms and group conformity are abstracted from the social-adjustive function of attitude. This study used a quantitative survey research method to test the hypotheses. A total of 1,000 questionnaires were distributed to non-vaccinated Muslim respondents from five cities in Pakistan. The structural equation modelling (SEM) technique was used to test the relationship among the variables in the proposed model. The partial least square-SEM method explained the variances in the dependent variables. Moreover, to test the structure of data, different statistical tests, including exploratory factor analysis (EFA), factor loadings and average variance extracted, were used with the help of Statistical Package for the Social Sciences (SPSS) and analysis of a moment structures (AMOS) 23.0 version.

Results for direct effect showed a significant negative effect of Islamic religiosity, perceived behavioural control, halal consciousness, perceived side effect of COVID-19 vaccination, social influence, subjective norm and group conformity on attitude towards COVID-19 vaccination. In contrast, insignificant results showed no relationship of perceived risk from COVID-19 infection and perceived efficacy of COVID-19 vaccination with attitude towards COVID-19 vaccination. Results for mediating effect showed the significant negative mediating effect of attitude towards COVID-19 vaccination between Islamic religiosity, perceived behavioural control, halal consciousness, perceived side effect, social influence, subjective norm, group conformity and intention to receive COVID-19 vaccination. While results showed the insignificant mediation of attitude towards COVID-19 between perceived risk from COVID-19 infection, perceived efficacy of COVID-19 vaccination and intention to receive COVID-19 vaccination.

Further studies are required to compare the attitude and intention among the temporary refusal group (those who will consider vaccination the future) and the permanent refusal group (those who will not consider vaccination the future). Comparing Muslim and non-Muslim groups can also explain differences in attitude and intention towards COVID-19 vaccination.

The area of acceptance and refusal of COVID-19 vaccination has been given limited attention in academic literature. Theoretically, this research has proposed a well-defined model to explain the attitude of Muslims towards COVID-19 vaccination. This model can helpf predict the attitude and intentions of Muslims towards vaccination or medicines. Moreover, this research is a unique contribution for the vaccination brands to consider the discussed factors before launching their brand in Muslim countries.

This chapter chronicles some of the early years of the author growing up in the racially segregated South Alabama and its influence on his thinking about race, environment, social equity, and government responsibility and his journey to becoming an environmental sociologist, scholar, and activist. Using an environmental justice paradigm, he uncovers the underlying assumptions that contribute to and produce unequal protection. The environmental justice paradigm provides a useful framework for examining and explaining the spatial relation between the health of marginalized populations and their built and natural environment, and government response to natural and man-made disasters in African American communities. Clearly, people of color communities have borne a disproportionate burden and have received differential treatment from government in its response to health threats such as childhood lead poisoning, toxic waste and contamination, industrial accidents, hurricanes, floods and related weather-related disasters, and a host of other man-made disasters. The chapter brings to the surface the ethical and political questions of “who gets what, why, and how much” and why some communities get left behind before and after disasters strike.