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The purpose of this paper is to compare the nutritional status of two socio‐economic classes, i.e. upper and middle class females, using different approaches apart from body mass index (BMI).

In total, 50 houses were randomly selected from a military officer colony, 25 in each social class on the basis of rank of the retired military officers. From each house a female in between the age range of 30‐50 years was selected and interviewed.

On overall basis, i.e. socio‐economic class, age and activity level, the respondents were having increase over reference protein and carbohydrate, while decrease over reference fat intake. The respondents were also having lower calcium and iron intakes by 31‐34 per cent and 39‐44 per cent, respectively. The vitamin A intake was also lower by 22‐43 per cent. These data suggest that there are faulty food habits and unnecessary restrictions among the females on energy and nutrients intakes in both classes.

This research will have significant effect on the readers and will not only warn about the food habit but will also provide information on the misconceptions about dietary intakes and therefore, the energy and nutrients consumptions. Generally, the privileged classes of the society hold the misconceptions about healthy food habits. Furthermore, this study was conducted on free‐living individuals and the data reported are based on confronted questionnaire. Therefore, in such data there are chances of bias because of over‐ or under‐estimation. The sample size was small, which might have affected the results.

Improved life style and healthy eating is of great concern in the learned societies, since the healthy outcome solely depends on these two factors. This paper provides baseline data on two privileged classes, which may be useful in planning of studies and recommendation for social classes.

This could be useful information and could be used in healthy lifestyle and energy and nutrients intakes when studies are to be planned on socioeconomic status.

This research takes into consideration the effect of social class on energy and nutrients intake in the two privileged socioeconomic classes in a military officer colony.

Social class is assumed to be a crucial determinant in consumer behavior. Most previous research has focused on purchase and consumption behavior across social class segments at the generic product class level. In contrast, this article reports an exploratory study on how brands from narrowly defined groups of products and services are perceived to appeal to different social classes.

Social class is assumed to be a crucial determinant in consumer behavior. Most previous research has focused on purchase and consumption behavior across social class segments at the generic product class level. In contrast, this article reports an exploratory study on how brands from narrowly defined groups of products and services are perceived to appeal to different social classes.

Research has established the prevalence and relevance of moral injury in healthcare workers, though less attention has been paid to the different classes of potentially morally injurious events (PMIEs) experienced by this population and their impact. This exploratory study sought to examine the frequency of self- and other-generated PMIE classes and their associations with demographic characteristics and well-being outcomes among mental healthcare staff.

Secondary analysis of data drawn from two cross-sectional surveys of 267 frontline and leadership staff from mental healthcare settings in the UK was conducted. Responses on the Moral Injury Events Scale and the Short Professional Quality of Life Scale were extracted for analysis.

Betrayal by others was most frequently endorsed (61.8%), whilst self-transgressions were least frequently reported (25.5%). After controlling for the number of PMIE classes experienced, betrayal significantly predicted secondary traumatic stress (p = 0.01) and burnout (p = 0.04). Additionally, other transgressions significantly predicted secondary traumatic stress (p = 0.008). The predictive effects of self-transgressions on burnout, secondary traumatic stress and compassion satisfaction were all nonsignificant after controlling for the number of PMIE classes experienced.

Findings highlight differences in the frequency and impact of self and other PMIEs experienced by healthcare professionals. Reducing cumulative exposure to differential PMIE classes appears to be of critical importance to improving occupational well-being in this group.

To our knowledge, this study is the first to explore the associations between PMIE classes and occupational well-being in a mental healthcare population, inclusive of frontline and leadership staff.

Against the recent reversal of the gender gap in higher education that has been observed in many countries, this paper aims to explore why there are better chances for lower social class women to access higher education than for higher social class women in a relative comparison with the same groups of men. Based on the occupational approach and the Breen–Goldthorpe model, we demonstrate those country conditions under which stratification in individual chances to obtain higher education is more severe.

We use contextual characteristics which capture gender-based and occupational differentiation, including female labour force participation, the share of females in the service sector, and the share of males in upper-secondary vocational education. By using multilevel modelling techniques and data provided by the European Social Survey (2002–2018) for 33 countries, we have made a cross-country analysis of how the relationship between gender and class, as well as the achievement of higher education, is moderated by these features.

Our results show that a higher share of males in upper secondary vocational education in a given country is negatively associated with the likelihood of obtaining higher education, whereas a high share of females employed in services in a given country has a positive association with this likelihood. We have also found cross-level interactions between a higher share of employed females and women in the service sector, on the one hand, and those of working-class origin, on the other, that are positively associated with higher education achievement. In higher education achievement, the growing importance of horizontal differentiation based on occupation and gender has accompanied the declining power of vertical inequality based on social class.

This study combines gender and class in an analysis of patterns of inequalities of educational opportunity in different societies undergoing a post-industrialist shift.

The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students’ satisfaction and stress reduction.

An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format.

The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes.

This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality.

The study aims to explore the relationship between the SDGs and the environmental and social impacts of university classes. It evaluates the potential contributions of different teaching models to the SDGs, providing insights into sustainable teaching systems.

In-person classes exhibited hotspots in transportation and energy consumption. Scenarios I and II, involving virtual and hybrid classes, increased eutrophication potential and water scarcity due to higher food consumption, negatively impacting SDGs. However, all scenarios showed positive contributions to SDGs 2, 3, 6, 9, 11, 12, 13, 14 and 15.

This research integrates Life Cycle Assessment (LCA) with the United Nations Sustainable Development Goals (SDGs) to assess the environmental and social impacts of classes at the Federal University of São Carlos, Sorocaba campus in Brazil. Three scenarios were analyzed: (I) virtual classes, (II) hybrid classes and (III) in-person classes with improved energy efficiency.

The study primarily focuses on environmental and social impacts, excluding other factors like class quality. Integrating Life Cycle Costing and Life Cycle Sustainability Assessment could provide a more holistic evaluation in the future.

The methodology adopted offers valuable insights for managing the impacts of university performance and aligning teaching systems with the SDGs. It enables institutions to make informed decisions for sustainability in education.

The research emphasizes the importance of considering social impacts alongside environmental ones when assessing sustainability in educational institutions. It encourages universities to engage stakeholders in sustainability efforts.

This research innovatively combines LCA and the SDGs in the context of university education providing a replicable methodology for evaluating and enhancing sustainability in teaching systems and from a more quantitative perspective.

The purpose of this study is to develop a conceptual model, ProvKOS, for tracking the provenance of change activities in a knowledge organization system (KOS). By extending current provenance practices, this model represents dynamic changes in a KOS more effectively.

We take a five-step approach to develop the conceptual model, including content analysis of KOS editorial data, environmental scan of existing provenance models, development of persona-specific provenance questions and a participatory design with stakeholders to ensure the model’s utility.

We introduce (1) a taxonomy of editorial activities for a KOS; (2) a conceptual model ProvKOS, which extends existing models PROV and Simple Knowledge Organization Systems (SKOS). We also provide detailed data dictionaries for the entities, activities and warrants classes proposed in the model. A use case on “gender dysphoria” in Dewey Decimal Classifications (DDCs) is provided to illustrate the implementation of ProvKOS. This shows ProvKOS’s ability to capture KOS changes effectively and to link external resources relating to the changes.

Further validation may be needed to implement the ProvKOS model across various types of KOSs.

ProvKOS can help improve machine readability, querying and analysis of a KOS. Especially within the linked data environment, the enhanced provenance documentation through ProvKOS can enable a network of KOSs, which will then inform better linked data or knowledge graph designs.

By facilitating better tracking of changes within a KOS and across KOSs, ProvKOS can enhance the accessibility and usability of knowledge bases across different cultural and social contexts, thus better supporting inclusive information practices.

The proposed model is novel in two ways: one, its ability to represent dynamic change activities in a KOS, which has not been discussed anywhere else; two, it supports the interconnectivity across KOSs by providing a “warrant” class to substantiate the context of changes.