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The purpose of this paper is to engage readers with Unity Productions Foundation (UPF) films, which provide a powerful, inspirational digital tool for teachers. The organization's mission is to create documentaries, films and educational materials that contribute to bringing to light compelling stories of Muslim engagement through history and culture. UPF films and educational projects aim to promote peace and understanding to increase cultural pluralism and counter bigotry in our world.

Teachers will be able to utilize the resources provided in this paper to harness the power of media in their classrooms. Outlining the process by which teachers can follow the C3 inquiry using the film Prince Among Slaves will prepare teachers to see the alignment of the C3 Framework with their teaching. The “best practice” classroom strategies in structuring deliberations are ones that encourage students to fully participate and emphasize their voice.

This paper will unpack the practice methods that address the film Prince Among Slaves to be of benefit when sharing narratives through digital film and engage students in critical thinking through the C3 Framework. UPF films are the product of scholarly research and innovative production teams as the films provide the opportunity to visualize and explore multiple perspectives to understand historical content by providing a context for inquiry teaching and learning that is inclusive through deliberative discussions in the classroom.

The author certifies that this manuscript submission is original work and that all authors were involved in the intellectual elaboration of the manuscript and all parties have been acknowledged.

In drawing on the conservation of resources theory and the broaden-and-build theory, the present research investigates the dynamic of social resources (i.e. servant leadership) and personal resources (i.e. psychological empowerment and positive affect) in the determination of the nurses' optimal performance (i.e. deep acting).

The research involved collecting three waves of data on 481 frontline nurses at a large hospital in Taiwan, each a month apart. The hypotheses were tested using PROCESS mediation and moderated mediation regression models.

The results supported the indirect relationship between servant leadership and deep acting through psychological empowerment as well as the moderating effect of positive affect on the mediation model.

The findings shed new light on the interplay of different resources and also provide practical implications for the development of frontline supervisors and nursing staff to be compatible with a serious orientation toward the quality of their professional functioning.

In this chapter, we present a collaborative autoethnographic study with two main layers: first, we share experiences of two separate educational research projects and explore how different dialogic research practices facilitate both participants and researchers to discover the phenomenon being studied; second, we engage in a dialogic conversation to discover our own research practices. Focussing on projects in two different countries (Norway and Canada), our initial centring question for this chapter is: how do our research practices facilitate insight into participants’ real-life experiences and practices? Then turning the light on our own research practices, we ask: what onto-epistemological assumptions shape our dialogical research practices? The chapter reveals that dialogic research practices allowed collective wisdom to be discovered and ensured that we were able to break through the taken-for-grantedness both of the concept being studied and of our own research practices.

The purpose of this paper is to investigate the influence of employees’ trait rumination on the variability of their state rumination and the continuing influence on their negative affect at home.

A time-lagged experience sampling method was used for the data collection from full-time employees in the hotel industry. The hypotheses were tested with multilevel modeling using a random coefficient modeling approach.

Hotel employees who are high in trait rumination generally show high levels of state rumination and greater within-person variability in state rumination over time. Additionally, the negative effects of workplace state rumination can last until employees come home and the next day before going to work. Furthermore, employees who are high in trait rumination are more likely to be influenced by state rumination, as they experience more negative affect after arriving home.

Rumination has been shown to decrease hotel employee overall well-being. The findings of this study provide suggestions for remedial measures that can be taken by hotel organizations to help employees address ruminative thinking.

Drawing on response styles and work/family border theories, this study contributes to the rumination literature by considering both trait rumination and state rumination in a broader context. For a comprehensive understanding of the dynamic temporal characteristics of state rumination, this study considers the net intraindividual variability of state rumination as the outcome of trait rumination.

This paper aims to evaluate the FIFA requirement that World Cup host nations make alcohol available at World Cup stadia because of its sponsorship agreement with Anheuser-Busch. This paper suggests a framework that FIFA should use in evaluating potential host nations to address the ethical implications of alcohol at the World Cup, especially considering the recent Qatar 2022 World Cup, the first to be held in an Islamic Country.

Using historical analysis of recent World Cups and guided by the Culture-Centered Approach (Dutta, 2008) and stakeholder analysis literature, this paper examines the ethical dilemmas host nations have faced because of FIFA’s insistence on alcohol sales at World Cup stadia.

The analysis suggests that a three-step process of host country assessment, stakeholder mapping and negotiation would enable the discovery of potential ethical conflicts and thus their negotiation to mitigate the ethical conflicts FIFA’s preexisting sponsorship agreements create for some World Cup host nations, especially Islamic countries.

While the framework is conceptual and has not been tested, the components from which the authors draw are well established. The application to mega events sports hosting negotiations is an original contribution. The interdisciplinary nature of the framework also provides a contribution to the research field.

Application of the framework would enable FIFA and host countries to negotiate mutually agreeable conditions and avoid placing host nations in ethically compromising situations, which is especially timely as FIFA expands into Islamic countries. Its utilization would provide a Halal environment for World Cups hosted in Islamic and perhaps other, countries.

FIFA’s commitment to alcohol at World Cups should be questioned. FIFA should not expand this dangerous practice of associating sports with alcohol. Female fans may feel safer, as occurred in Qatar 2022.

This paper's framework uniquely combines communication and strategic management literature and applies it to mega sports events in an original way that would lead to more ethical and culturally contextualized World Cups rather than reifying the alcohol–sport nexus.

This study aims to explore how transformational leaders enhance public service employees’ growth satisfaction in the job and mitigate job stress and burnout, incorporating follower interpersonal communication satisfaction with the leader (IPCSL) as a mediator.

On the basis of the survey data collected from the Indian public service employees, regression analysis, bootstrapping and SOBEL test are used to test the proposed research model.

The findings highlighted a partial mediation of follower interpersonal communication satisfaction with leader between transformational leadership (TL) and public service employees’ growth satisfaction in the job. Although there was no significant direct effect of TL on job stress and burnout, the results underlined a significant indirect effect of follower IPCSL.

By examining the important role of follower IPCSL, this study unravels the precise intervening mechanism between TL and follower affective outcomes like growth satisfaction in job, job stress and burnout among public service employees.

This study clarifies how intra-organizational social capital (IOSC) and unit-organizational ambidexterity (UOA), using resource-based view and dynamic capability theory, together support organizational value creation. While there is research in strategic human resource management (SHRM) exploring the role of resources and its uses, there remains limited understanding of how resources are linked and their effective utilization in the service sector. This study aims to examine the mediating process linking employee-experienced service-oriented high-performance work systems (SHPWS) experienced by employees and service performance by integrating IOSC and UOA.

This study uses time lagged data from managers and employees of different branches of Chinese state-owned banks. To test the proposed hypotheses, path analysis was applied.

The path analysis results reveal that employee-experienced SHPWS is an important antecedent of service performance. Moreover, IOSC (as resources) and UOA (uses) strongly mediate the theorized relationship.

This study attempts to refine theory and practice with clearer, more insightful and coherent means to better understand and help unpack the ‘black box’ between SHPWS-performance relationships through a new linkage model.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

This study explores the evolving dynamics of participatory accountability within humanitarian contexts, where digitally connected crisis-affected populations demand better accountability from aid organisations, and as a result, shift traditional hierarchies and relationships between humanitarian agencies and beneficiaries.

This study employs a case study approach, focussing on the International Committee of the Red Cross (ICRC), to investigate how participatory accountability manifests outside formal practices and re-emerges in social media spaces. The study analyses internal organisational challenges and explores the implications of digital platforms on humanitarian practices. The authors employ Chouliaraki and Georgiou's (2015, 2019, 2022) networks of mediation, particularly intermediation and transmediation, to understand how digital expressions translate to offline contexts and reshape meanings and actions.

The study reveals that social media platforms enable beneficiaries to demand participatory accountability beyond traditional practices, democratising humanitarian response and challenging power structures. These effects are multifaceted, introducing enhanced democratic and inclusive humanitarian aid as well as new vulnerabilities. Digital intermediaries and gatekeepers play pivotal roles in curating and disseminating crisis-affected voices, which, when transmediated, result in nuanced meanings and understandings. Positive effects include capturing the potential of digital networks for democratic aid, while negative effects give rise to moral responsibilities, necessitating proactive measures from the ICRC.

This study contributes to the literature by highlighting the impact of digital technology, particularly social media, on participatory accountability. It expands the understanding of the evolving landscape of accountability within the humanitarian sector and offers critical insights into the complexities and dual purposes of participatory accountability in contexts of resistance. Employing Chouliaraki and Georgiou's networks of mediation adds depth to the understanding of digital technology's role in shaping participatory practices and introduces the concept of transmediation as a bridge between digital expressions and tangible actions.

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.

Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.

The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.

This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.