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This study was carried out to examine the volume and annual growth pattern of research on e-health literacy research, investigate the open-access types of e-health literacy research and perform document production by country and by sources. The study also mapped the keywords used by authors to represent e-health literacy research and performed an analysis of the clusters of the keywords to reveal the thematic focus of research in the area.

The research was guided by a bibliometric approach involving visualization using VosViewer. Data were sourced from Scopus database using a syntax that was tested and verified to be capable of yielding reliable data on the subject matter. The analysis in this study was based on bibliographic data and keywords.

A total number of 1,176 documents were produced during 2006 and 2022. The majority of the documents (18.90%) were published based on hybrid open-access processes, and the USA has the highest contributions. The Journal of Medical Internet Research is the venue for most of the documents on the subject. The 1,176 documents were described by 5,047 keywords, 4.29 keywords per document, and the keywords were classified into five clusters that aptly capture the thematic structure of research in the area.

e-Health literacy has experienced significant growth in research production from 2006 to 2022, with an average of 69 documents per year. Research on e-health literacy initially had low output but began to increase in 2018. The majority of e-health literacy documents are available through open access, with the USA being the leading contributor. The analysis of keywords reveals the multifaceted nature of e-health literacy, including access to information, attitudes, measurement tools, awareness, age factors and communication. Clusters of keywords highlight different aspects of e-health literacy research, such as accessibility, attitudes, awareness, measurement tools and the importance of age, cancer, caregivers and effective communication in healthcare.

This study has practical implications for health promotion. There is also the element of patient empowerment in which case patients are allowed to take an active role in their healthcare. By understanding their health information and having access to resources that help them manage their conditions, patients can make informed decisions about their healthcare. Finally, there is the issue of improved health outcomes which can be achieved by improving patients' e-health literacy. Visualisation of e-health literacy can help bridge the gap between patients and healthcare providers, promote patient-centered care and improve health outcomes.

Research production on e-Health literacy has experienced significant growth from 2006 to 2022, with an average of 69 documents per year. Many e-health literacy documents are available through open access, and the USA is the leading contributor. The analysis of keywords reveals the nature of e-health literacy, including access to information, attitudes, measurement tools, awareness and communication. The clusters of keywords highlight different aspects of e-health literacy research, such as accessibility, attitudes, awareness, measurement tools and the importance of age, cancer, caregivers, and effective communication in healthcare.

While prior studies have explored the relationship between visual appeal and purchasing decisions, the role of bookmarking has largely been underemphasized. This research aims to address this gap by focusing on the impact of bookmarking on consumer behavior, guided by the cognitive load theory and dual-system theory.

The authors executed a controlled experiment and analyzed the results using a two-stage regression method that linked visual appeal, bookmarking and purchase intent. Further empirical analysis was conducted to authenticate the authors' proposed model, utilizing real-world mobile commerce data from a clothing company.

This study's findings suggest that visual appeal influences purchase intent primarily through the full mediation of bookmarking, rather than exerting a direct influence. Furthermore, an increase in colorfulness corresponds positively with visual appeal, while visual complexity exhibits an inverted U-shaped relationship with it.

This study provides novel insights into the choice-set formation process through the theoretical lens of dual-system theory. Additionally, the authors employed an image processing technique to quantify a product's visual appeal as depicted in a photograph. This study also incorporates a comprehensive econometric analysis to connect the objective aspects of visual appeal with subjective responses.

The objective of this research is to propose an immersive framework that integrates virtual reality (VR) technology with directives international safety training certification bodies to enhance construction safety training, which eventually leads to safer construction sites.

The adopted methodology combines expert insights and experimentation to maximize the effectiveness of construction safety training. The first step was identifying key considerations for VR models such as motion sickness prevention and adult learning theories. The second step was developing a game-like VR model for safety training, with multiple hazards and scenarios based on the considerations of the previous step. After that, safety experts evaluated the model and provided valuable feedback on its alignment with international safety training practices. Finally, the developed model is tested by senior students, where the testing format followed the Institution of Occupational Safety and Health (IOSH) working safely exam structure.

An advanced immersive VR safety training model was developed based on extensive lessons learned from the literature, previous work and psychology-informed adult learning theories. Model testing – through focus groups and hands-on experimentation – demonstrated significant benefit of VR in upgrading and complementing traditional training methods.

The findings presented in this paper make a significant contribution to the field of safety training within the construction industry and the broader context of immersive learning experiences. It also fosters further exploration into immersive learning experiences across educational and professional contexts.

Persons with disabilities (PwD) are generally less likely to be employed than the general population. The paper aims to investigate whether access to assistive technologies (AT) impacts labour force participation in the disabled population.

The study utilises the nationally representative survey on disability in India conducted in 2018 through multi-stage sampling by the Ministry of Statistics and Programme Implementation (MOSPI), Government of India. The instrumental variable (IV) approach has been employed to infer causality between AT and labour market participation.

The study found that the labour force participation rate (LFPR) in India amongst the disabled population was 29% in the age group of 15–65 years in 2017–2018, as compared to 52% in the general population. Around two-thirds of the PwD respondents who were advised to acquire aid appliances acquired them, implying limited access to AT. The probability of LFPR in disabled population increases by 26.6% with access to AT particularly in urban areas.

Persistent issues such as lack of adequate amenities, poor literacy and a lack of vocational skills need to be addressed to improve labour market outcomes for the disabled population in rural areas.

Despite its role in promoting distributive justice and inclusive development, research on equity gaps in access to AT and its impact on labour market outcomes is scant. This is the first paper that provides empirical evidence on the impact of access to AT on LFPR in the context of low- and middle-income countries.

The study aims to qualitatively analyze how faculty can mobilize the intellectual capital of higher education institutions (HEIs), comprising human, structural and relational capital to enable the education and learning of individuals with intellectual and developmental disabilities.

Drawing upon the extant literature, the researcher conducted a qualitative study through written, in-depth interviews with a sample of 40 academic staff/faculty members having prior experience in teaching individuals with intellectual and developmental disabilities. The data was collected through a set of questions formulated as key questions, to be asked to all participants for their responses.

Results of the analysis demonstrated that intellectual capital’s contribution to higher education of individuals with intellectual and developmental disabilities can be best understood in terms of its three components/dimensions. Accordingly, three main themes, with each comprising two sub-themes were uncovered. The first theme, leveraging human capital comprised: faculty acumen and faculty training as sub-themes; the second theme, resourcing structural capital comprised: tangible and intangible structural capital as sub-themes; and the third theme, nurturing relational capital comprised: in-class engagement and the second is ex-class connection as sub-themes.

The paper collects data from 40 faculty having prior experience in teaching individuals with intellectual and developmental disabilities to explore and reveal a completely new perspective of looking at intellectual capital as a means of providing accessible and inclusive higher education to differently-abled students, making them a part of the mainstream.

Oral health is an integral part of general health. Different population groups have been assessed for oral health status in India, but still, many have been neglected; one such group is the prisoners. The prison population is a unique and challenging one with many health problems, including poor oral health, which may be due to lack of knowledge about good oral health practices. This study aims to assess effectiveness of oral health education on oral health knowledge, attitude and practices and oral hygiene status among the male prison inmates of central jail in Kolkata, India.

An interventional study was done among 240 male convicts. The data was elicited using a structured proforma; oral health status was assessed by recording OHI-S index, and the severity of gingivitis was assessed by recording the gingival index. Oral health education was delivered by using audio-visual aid. Oral health knowledge, attitude, practices and oral hygiene and gingival status were reassessed among the inmates before and after dental education at the end of three and six months.

A significant change in oral health knowledge, attitude and practices was seen, which in turn resulted in an appreciable decrease in the mean gingival index score (1.73 ± 0.382 to 1.20 ± 0.321) and OHI-S (3.31 ± 0.815 to 2.57 ± 0.551) in all the inmates after oral health education program over the period of time.

The oral health education with reinforcement proved to be an effective tool to instil good oral hygiene practices in the inmates.

In 2014, the Health Service Executive (HSE) in Ireland published its Safeguarding National Policy and Procedures (HSE, 2014). Under this policy, all agencies providing services through the social care directorate must ensure a robust culture of safeguarding is in place. Concurrent to this has been a move in social policy, practice and research to include the voice of the service user, both in terms of planning and reviewing services. (e.g. HIQA, 2012; Flanagan, 2020) This article examines whether service users with intellectual disabilities want to be involved in safeguarding plans and, if so, how that can be supported. Using focus groups service users demonstrated their knowledge of safeguarding as a concept, how they felt about the issues raised, and, crucially what they felt they would like to see happen next in addressing a safeguarding incident or concern. The focus groups took place in a large organisation providing residential services, day services, independent living supports and clinical supports. Engaging service users in planning and responding to safeguarding concerns is a fundamental principle of human rights legislation, both nationally and internationally. This study aims to highlight that it is both possible and desirable to engage fully with service users using a range of simple communication tools. For this to be implemented as routine practice in services providing support for people with intellectual disabilities, authentic leadership is required. Services will need to devote time, human resources and will need champions to get on board with the necessary culture shift.

Qualitative research examined peoples’ “lived experiences” and knowledge of safeguarding. Focus groups were used with thematic analysis highlighting common themes throughout, as guided by Braun and Clarke (2006). There were two objectives: Objective 1: measuring participant’s understanding of the safeguarding process. Objective 2: compare the potential differences between safeguarding plans devised by the participants in the focus groups, versus plans devised by trained designated officers responsible for safeguarding within the service.

Four principal themes emerged – 1. participants understanding of safeguarding; 2. restorative justice; 3. consent; and 4. high levels of emotional intelligence and compassion. Participants demonstrated that they could and did want to be involved in safeguarding planning and showed little variation in the plans compared to those completed by trained staff.

The study was completed with a small sample size in a single service in one area. It may not represent the lived experiences and knowledge of safeguarding in other services and indeed other countries. The video may have led to some priming; for instance, the Gardai in the footage being called may have resulted in the participants stating that contacting Gardai should be part of the plan. After the video was shown, there was a heightened awareness of safeguarding. This may indicate that participants are aware of safeguarding but unsure of the terminology or how to discuss it out of context.

For this to be implemented as routine practice in services providing support for people with intellectual disabilities, authentic leadership is required. Services will need to devote time and human resources and will need champions in the safeguarding arena to get on board with the shift in culture required.

While there did not appear to be many barriers to listening to participants, to progress this as a standard practice a very real shift in culture will be needed. It is important for practitioners to ask: Is the vulnerable person aware that this concern has been raised? What is known of the vulnerable person’s wishes in relation to the concern? To truly engage with service users in safeguarding plans these questions need to be more than a “tick box” exercise. This process needs to be fully embedded into a culture that promotes a person-centred, rights-based, inclusive approach as a standard rather than a one-off project. Some structural changes will be needed regarding the time given to designated officers, and what resources they can access (such as speech and language therapy). However, the real difference will be made by services operating authentic leadership that champions engagement on this scale, to fully answer the question posed by the researchers at the beginning of this report, “Whose safeguarding is it anyway?”

There appears to be little evidence of service user engagement in terms of planning and processing safeguarding responses, either in research or anecdotally.

The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.

Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.

The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.

Recommendations for practice are discussed.

This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.

This paper analyses children's experiences of school or family visits to Hare Krishna eco-farms in Europe. The article evaluates the extent to which these encounters enable retention and recollection of memories and, consequently, trigger change towards more sustainable behaviour.

Participatory research, qualitative observations and theories of childhood memory are used to explore the nature of children's environmental encounters on Hare Krishna eco-tours.

Findings reveal that Krishna eco-tours offer a conducive environment for cerebral registering and future reminiscing through the following components: experiential learning of sustainable practices which are radically different to mainstream alternatives, sensory experiences, nature play and entertainment and freedom from everyday constraints.

The emerging literature on children's eco-tourism has largely focussed on market-related aspects and farmers' needs. In contrast, the authors’ conceptual framework, based on contemporary research in childhood memories, offers a tool to evaluate the impacts of eco-tourism from a more holistic perspective.

In recent years, organizational agility (OA) has garnered significant attention from the academic community. Despite a substantial rise in the academic literature on OA, the nuanced understanding of OA among academicians, practitioners and policymakers is limited. To address this research gap, the current study attempts to synthesize the academic literature on organizational literature, understand the evolution of OA literature and state the potential research gaps that may open multiple research avenues.

The current study critically evaluates academic literature published in peer-reviewed journals using the bibliometric approach to map the intellectual structure of identified 224 articles on published literature on OA between 2001 and 2022.

The findings outline OA's evolutionary trend, most prolific authors, journals, affiliations and countries. Further, network analysis is deployed to unearth prominent OA themes. After that, four key themes of OA from each cluster have been identified and evaluated.

The study is based on the literature drawn from the SCOPUS database. Although the SCOPUS database is one of the largest databases, the authors believe that the SCOPUS does not contain some publications that might have offered some different insights. Secondly, the bibliometric analysis does not offer the opportunity to provide critical insights into published literature, which is one of the main limitations of bibliometric-based studies. However, despite some of these limitations, the authors believe that the study is a useful guide for scholars, practitioners and policymakers who do not have much information related to OA literature.

This article provides a pioneering review of the OA literature using bibliometrics and network analysis. The results and potential directions for further research may assist researchers in increasing the relevance of OA in the current uncertain and ambiguous environment.