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The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.

The study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.

The results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.

In the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

The purpose of this paper is to develop an understanding for the social inclusion of disabled performers in a developing country to create awareness and improve policies/practices.

The study employed qualitative methodology, and data were collected through semi-structured interviews, site visits/observations and review of secondary data.

The data from different respondent groups showed the social inclusion should be reviewed at three levels: the state, society and individual. The review of existing policies revealed the neglect of the state regarding disabled people in general and even more so in performing arts due to the lack of enforcement of national and international agreements. Findings indicate that social inclusion of disabled performers is a minor issue, especially in a developing country where access to basic human rights and needs may be difficult. Amidst such difficulties, performing arts is not seen as a priority compared to other needs of disabled people and performers.

Limitations include the limited number of disabled performers who could be identified and were willing to participate in the study. Those working in venues/public offices were also reluctant to participate. The greatest limitation was the broad lack of interest in disabled performers.

In Türkiye, studies on disabled people tend to focus on basic needs like health, education and employment. None, to best of researchers' knowledge, explore the social inclusion of disabled performers. This is an original study because it collects and discusses primary data on this topic, revealing the state-level negligence/oversight, the apathy of society and the degree to which an individual with disabilities must struggle to participate in performing arts. Consequently, this study shows the difficulty of developing social inclusion, equality and diversity in an emerging economy for disabled performers to raise awareness and present grounds for further legal enforcement. Moreover, implications allow for a global understanding of social inclusion that moves beyond a biased or privileged understanding/critique of disability centered on the developed world.

Graduates of cross-cultural management (CCM) courses should be capable of both tackling international and cross-cultural situations and creating positive value from the diversity inherent in these situations. Such value creation is challenging because these situations are typically complex due to differences in cultural values, traditions, social practices, and institutions, such as legal rules, coupled with variation in, for example, wealth and civil rights among stakeholders. The paper aims to discuss these issues.

The authors argue that a scientific mindfulness approach to teaching CCM can help students identify and leverage positive aspects of differences and thereby contribute to positive change in cross-cultural situations.

Scientific mindfulness combines mindfulness and scientific thinking with the explicit goal to drive positive change in the world.

The authors explain how the action principles of scientific mindfulness enable learners to build positive value from cultural diversity. The authors then describe how to enact these principles in the context of CCM education.

This study aims to evaluate the nutritional habits, eating behavior and nutritional status of children with autism.

This study was conducted with 60 boys and 16 girls diagnosed with autism (mean age: 8.3 ± 4.9 years). Research data were collected from parents of children with autism using a questionnaire form developed by researchers after literature searching. The height and body weight of the children were recorded, and body mass index (BMI) was calculated.

Almost half of the children except the 13–18 age group were overweight/obese according to BMI. Difficulty in giving new food was 73.1% in the 2–5 age group, 70% in the 6–12 age group and 40% in the 13–18 age group (p = 0.04). It was determined that the children refused to consume a median of 3 (1–8) types of food (p = 0.04) and were obsessed with consuming 2 (1–4) types of food and 1 (1–4) type of beverages. Additionally, milk and dairy products were refused significantly higher between 2–5 and 6–12 years than 13–18 years (p = 0.02). Also, it was found that age had an inverse effect on refusal food number (β = 0.38, 95% CI = −0.30 − −0.08, p = 0.01). In conclusion, obesity and nutritional problems such as food selectivity, food refusal and obsessive eating behavior are encountered in children with autism which affect children socially and physically and should not be ignored when planning the treatment of children with autism.

The lack of a control group to compare the results of children with autism is an important limitation of the study.

This study fulfills a defined need to examine and evaluate Turkish children’s nutritional status, nutritional habits and eating behavior with autism.