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This study aims to explore the manifold implications – health, environmental and economic – of integrating coworking spaces (CSs) into residential settings. The research emphasizes the health-related potential and connected benefits of situating these contemporary spaces of work in retrofitted buildings.

The research highlights the potential of retrofitted buildings – owing to their urban locations, existing infrastructure, and available space – to accommodate CSs. Employing the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, the paper systematically reviews literature from 2010 to 2021. It investigates the influence of residential CSs on health, community cohesion and environmental sustainability.

The results indicate that integrating CSs within residential areas can significantly enhance user wellbeing, create a healthier residential environment and positively impact the broader community. Retrofitted buildings emerge as optimal venues for CSs due to their urban positioning and potential to contribute to users' physical, mental and social health. However, the strategic (re)use of retrofitted buildings is crucial, alongside planning to address potential downsides like gentrification.

The study is based on a literature review and may not fully capture the specificities of certain regional or local conditions that could affect the health benefits associated with CSs. In addition to that, the study primarily references European-centric research between 2010 and 2021, indicating a need for more diverse geographic and cultural studies. Further empirical studies are needed to validate the findings behind the following study.

The findings of this study can guide urban planners, policymakers and architects in assessing the feasibility of converting residential buildings into CSs and planning relevant activities. They can leverage the potential health benefits to promote CSs and encourage healthier lifestyle practices in residential communities.

Introducing CSs in residential areas can lead to reduced commuting stress, opportunities for physical activities and social interactions, and healthier lifestyle practices. These benefits can enhance the overall well-being of individuals and communities, fostering a stronger social fabric in urban settings.

This research is novel in examining the health benefits associated with CSs in residential areas and the role of retrofitted buildings in promoting such advantages.

This study aims to reveal the food preferences and to define the typology of digital nomads as gastro-tourists. In this context, it is aimed to provide information on issues such as the importance of food culture in destination selection for digital nomads, food prices, local dishes, local food markets, religious restrictions, researching cultural cuisines, preparing meals and participating in gastronomic events.

Multiple qualitative methods were utilized in the research for this study. Digital nomads' comments, videos and semi-structured interviews constitute the data sources of the research, and the data obtained were analyzed by content analysis.

As a result of the study, it was seen that digital nomads do consider gastronomy in their destination selection, and five different gastro-tourist profiles were determined. These are Local Flavor Hunters, Gastronomy Adventurers, Budget-Conscious Food Lovers, Cultural Explorers and Health and Sustainability Focused People.

The theoretical contribution of the study is to provide information with regard to the food and beverage preferences of digital nomads and to contribute to filling a gap in the literature. The practical contribution of the study is to help formulate tourism marketing strategies in the destination and strategies for businesses in the tourism industry. Since digital nomads play important roles in destination promotion, it is important to determine their perspectives and typologies towards gastronomy. The results of the study will be useful for tourism industry components, such as academics, experts, travel businesses, tourism destinations and local food producers who research the tourism industry and travel trends.

Organizations increasingly use inclusion initiatives to reflect a meaningful involvement of their entire workforce as part of their larger diversity, equity and inclusion (DEI) strategies. However, the conceptualization of inclusion and its impact on larger DEI efforts and the organization remains unclear, coupled with the organizations’ struggles to find ways to embrace and advance inclusion. Hence, the purpose of this study is to synthesize ways of inclusion conceptualizations and review empirical evidence related to inclusion.

The authors conducted a literature review using the method of scoping review coupled with topical cluster mapping techniques.

The authors captured three ways of inclusion conceptualizations and provided an overview of topic clusters related to inclusion and its measurement tools. The authors also proposed a path model of inclusion based on emerging empirical evidence related to inclusion in the workplace.

To the best of the authors’ knowledge, this is one of the pioneering efforts to provide a much-needed review of inclusion in the workplace, which provides guidance for further research and practice to fulfill the goal of inclusion for all in the current workplace.

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

This article conceptualizes and constructs a comprehensive framework that can better help to answer that question – Who is accountable for social and public problems? – theoretically and practically.

Tracing the drivers behind two phenomena “accountability hole” and “accountability black hole”, stemming from “pushing power game” and “pulling power game”, respectively, this study considers (1) the three actors of society: citizens (civil society), corporations (market) and civil servants (government), and (2) the principal-agent relationship between the three actors in the face of social and public problems. As a result, the 4CAs framework that contains the three actors’ collaborative accountabilities to one another is presented.

The 4CAs model emphasizes (1) all three actors function as agents that are accountable to one another, (2) collaborative accountability beyond collaborative governance and (3) repowering citizens and corporations beyond just empowering them, i.e. returning their inherent rights and obligations to serve one another.

The 4CAs model may function as a descriptive and prescriptive lens through which the trilemma between market failure, government failure and citizen failure can be re-assessed and balanced. The model can also be used as a set of indicators for assessing and helping a society to better resolve the social and public problems collectively.

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

This paper provides practical advice for archaeologists and heritage specialists wishing to use ML approaches to identify archaeological features in high-resolution satellite imagery (or other remotely sensed data sources). We seek to balance the disproportionately optimistic literature related to the application of ML to archaeological prospection through a discussion of limitations, challenges and other difficulties. We further seek to raise awareness among researchers of the time, effort, expertise and resources necessary to implement ML successfully, so that they can make an informed choice between ML and manual inspection approaches.

Automated object detection has been the holy grail of archaeological remote sensing for the last two decades. Machine learning (ML) models have proven able to detect uniform features across a consistent background, but more variegated imagery remains a challenge. We set out to detect burial mounds in satellite imagery from a diverse landscape in Central Bulgaria using a pre-trained Convolutional Neural Network (CNN) plus additional but low-touch training to improve performance. Training was accomplished using MOUND/NOT MOUND cutouts, and the model assessed arbitrary tiles of the same size from the image. Results were assessed using field data.

Validation of results against field data showed that self-reported success rates were misleadingly high, and that the model was misidentifying most features. Setting an identification threshold at 60% probability, and noting that we used an approach where the CNN assessed tiles of a fixed size, tile-based false negative rates were 95–96%, false positive rates were 87–95% of tagged tiles, while true positives were only 5–13%. Counterintuitively, the model provided with training data selected for highly visible mounds (rather than all mounds) performed worse. Development of the model, meanwhile, required approximately 135 person-hours of work.

Our attempt to deploy a pre-trained CNN demonstrates the limitations of this approach when it is used to detect varied features of different sizes within a heterogeneous landscape that contains confounding natural and modern features, such as roads, forests and field boundaries. The model has detected incidental features rather than the mounds themselves, making external validation with field data an essential part of CNN workflows. Correcting the model would require refining the training data as well as adopting different approaches to model choice and execution, raising the computational requirements beyond the level of most cultural heritage practitioners.

Improving the pre-trained model’s performance would require considerable time and resources, on top of the time already invested. The degree of manual intervention required – particularly around the subsetting and annotation of training data – is so significant that it raises the question of whether it would be more efficient to identify all of the mounds manually, either through brute-force inspection by experts or by crowdsourcing the analysis to trained – or even untrained – volunteers. Researchers and heritage specialists seeking efficient methods for extracting features from remotely sensed data should weigh the costs and benefits of ML versus manual approaches carefully.

Our literature review indicates that use of artificial intelligence (AI) and ML approaches to archaeological prospection have grown exponentially in the past decade, approaching adoption levels associated with “crossing the chasm” from innovators and early adopters to the majority of researchers. The literature itself, however, is overwhelmingly positive, reflecting some combination of publication bias and a rhetoric of unconditional success. This paper presents the failure of a good-faith attempt to utilise these approaches as a counterbalance and cautionary tale to potential adopters of the technology. Early-majority adopters may find ML difficult to implement effectively in real-life scenarios.

Unlike many high-profile reports from well-funded projects, our paper represents a serious but modestly resourced attempt to apply an ML approach to archaeological remote sensing, using techniques like transfer learning that are promoted as solutions to time and cost problems associated with, e.g. annotating and manipulating training data. While the majority of articles uncritically promote ML, or only discuss how challenges were overcome, our paper investigates how – despite reasonable self-reported scores – the model failed to locate the target features when compared to field data. We also present time, expertise and resourcing requirements, a rarity in ML-for-archaeology publications.

This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.

The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.

When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.

Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.

Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.

This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.