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Food socialization is the process of influences that forms children's eating habits and preferences, affecting their well-being for life. The authors' study explores what children and adolescents eat and how they obtain food at school, aiming to describe the deleterious food socialization phenomenon. The authors focused on understanding how deleterious food socialization influences children's food well-being within the school environment.

The authors developed a mixed methodology using structured questionnaires with open and closed questions. The authors also took pictures of the schools' canteens, which allowed deepening the understanding of the school environment. The data collection occurred in two Brazilian private schools. The schools' teachers were responsible for collecting 388 useful questionnaires from students between 10 and 14 years old.

The authors found statistically significant differences between food originating at home and school. The amount of ultra-processed foods and beverages consumed at home and taken by children and adolescents from home to school is smaller than what they buy in the school canteen or get from their colleagues. Thus, the authors suggest that the school environment tends to be more harmful to infant feeding than the domestic one.

This study coins the concept of deleterious food socialization: situations or environments in which the food socialization process negatively impacts one's well-being. The authors' results illustrate the deleterious food socialization phenomenon in the school environment.

Although Islamic banks offer superior financial services than other interest-based conventional banks, they could not expand their share and dominate the markets in several Islamic countries. This problem could be attributed to some causes not addressed. The current study proposes Islamic financial literacy as an important factor that could help aggress this problem. Due to a wide variety of Islamic financial services and the lack of understanding of these services, the banks' small business customers are indifferent between Islamic and interested-based conventional services to finance their business.

This study uses the exploratory technique of multiple correspondence analysis to detect any potential role of Islamic financial literacy in customers' preference for Islamic banks over conventional ones. The potential effect was tested with other essential factors, such as the customers' age, gender, and educational level. This analysis was conducted on a data set from 2061 banks' small businesses customers using the mall-intercept survey method.

The study shows a low level of Islamic financial literacy among Yemeni banks' small business owners' customers. Furthermore, despite integrating some critical factors that could influence the actual bank selection process among Yemini banks' customers, the authors found a decisive potential role of Islamic financial literacy as one of the key determinants of bank selection preferences.

This is the first paper to explore the potential role of Islamic financial literacy on the actual selection between Islamic Banks and their counterparts: the conventional banks in Yemen. The research results could build a more comprehensive theoretical model on Islamic banks' customer behavior.

The study examines the prevalence and correlates of perceived discrimination across ten Asian American ethnic groups. The goal is to disaggregate an artificially created broad categorization of Asians into subgroups to reveal the existing intragroup differences.

Bivariate and multivariate analyses were based on data from the 2016 National Asian American Survey (NAAS). The exclusion of missing data on all variables used in the analysis revealed a final analytical sample size of 4,276.

Compared to all other Asian American ethnic groups, Cambodians report the lowest frequency of perceived discrimination on all outcome measures. On the contrary, the prevalence of perceived discrimination is highest for Bangladeshis and Indians on lifetime and job-related discrimination and for Indians and Japanese on day-to-day discrimination. Nearly all Asian American ethnic groups are more likely to report one or more types of perceived discrimination than Chinese Americans. The observed relationships disappear for Cambodians, Pakistanis and Japanese but persist for Bangladeshis, Filipinos, Hmong and Indians after controlling for socio-demographic characteristics. Among the socio-demographic controls, gender, birthplace, education and employment status are found to be significant predictors of perceived discrimination.

The findings of the study further the discussion on the importance of disaggregating minority groups and considering their heterogeneous experiences of perceptions of discrimination in the United States.

This chapter seeks to shed light on the many factors that contribute to people becoming school shooters. These factors are divided into four domains: biological, psychological, social, and cultural. At the biological level, this chapter explores the potential influence of genetics, pre- and post-natal development, and body-related issues that may affect the perpetrators' sense of self. A psychological typology is presented, consisting of psychopathic, psychotic, and traumatized school shooters. Socially, school shooters often have multiple setbacks, failures, and rejections that contribute to their distress. Finally, the cultural domain includes such factors as media violence, role models for killing, and ideologies of hatred and supremacy. Rather than attributing school shootings to a simplistic cause such as bullying, this chapter discusses a wide range of potential influences that combine to cause mass attacks at schools.

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

This study aims to test the mediated effect of school climate in the relationship of principal time use (PTU) to student academic achievement using data from Singapore's 2011 Trends in International Mathematics and Science Study (TIMSS).

Capitalizing on the large-scale data, the study examined how Singapore principals distributed their time across 13 leadership activities and tested using structural equation modeling (SEM) how Singapore principals' time use was related to student achievement through molding intermediate school conditions, such as school climate.

The authors' findings suggest that Singaporean principals, when allocating time, generally emphasized (1) monitoring students' learning progress, (2) promoting school vision, (3) developing curricular goals and (4) monitoring teachers in areas related to curricular goals. Furthermore, after classifying the 13 principal activities into three broad domains, the authors find that Singaporean principals prioritize the domain of vision and goals over the other two domains – facilitating teaching and learning through a safe, positive school environment and problem-solving with teachers, as well as self and organizational improvement. Finally, the authors' SEM manifested a partial mediated model, suggesting principals' strategic time use could serve as a malleable factor in yielding optimal student outcomes through developing a positive school climate.

This study at present is one of the early attempts linking PTU, intermediate school conditions (e.g. school climate) and student outcomes using a mediated design and corresponding statistical modeling.

Using the two waves of the India Time Use Survey, 1998–1999 and 2019, we document a 110-minute (30%) increase in average daily learning time. The largest offsetting decrease was in work time: 61 minutes. The composition of leisure changed, with television rising by 19 minutes, while talking fell by 10 minutes and games by 17 minutes. We then implement a Gelbach decomposition, showing that 68 minutes of the unconditional learning increase are predicted by demographic covariates. Of these predictors the most important are a child's state of residence and usual principal activity, which captures extensive-margin transitions into schooling.

School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching.

The qualitative research included perspectives of 84 school teachers using an interview-based approach. Pedagogical assessment, societal assessment and personal assessment were considered in the study.

Content switching, student involvement and individual assessment are the challenges in terms of pedagogy. Buying power of electronic equipment, digital skills, study environment and distraction are the challenges faced in terms of personal challenges. Personal connect and interaction intensity is the challenges faced in terms of social challenges. Teachers adapted to synchronous, blended, flipped and asynchronous modes of teaching.

The authors’ study will support schools in developing their institutional plans to understand teachers' apprehensions better and to check the readiness of the schools towards teaching and learning approaches.