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There are calls for irradiated food labelling due to a significant need for food safety and extensive procedures to safeguard consumer health. Additionally, there is a strong push from producers for mandatory Country of Origin (COO) labelling. The study examines how the COO and Radura labels influence consumer behaviour and shows the interplay between these influences. Using Attitude-Behavior-Context theory, a conceptual model is proposed and tested to evaluate these factors. The use of multiple labels allows for more choices. How the information presented on labels corresponds to consumers' pre-purchase information search is tested on regular label users.

Structural Equation Modelling (SEM), Generalised Linear Modelling and Cluster Analysis were used to analyse the data on a sample of 322 Australian respondents.

The study revealed that COO labelling had a significant positive relationship with attitudes but a negative relationship with WTP, acting as a suppressed mediator between attitudes and WTP. Interestingly, while knowledge was not found significant, label confidence emerged as a significant factor. Furthermore, the research suggests that regular users may prioritize COO labels over Radura labels.

This research contributes novelty by being the first to address the interplay between COO and irradiated labels, complementing the growing body of literature on irradiation labelling. It also offers valuable insights for retail practitioners, providing an understanding that can facilitate the delivery of high-value multiple labels at the point of purchase.

The purpose of the research is to propose reforms that would help to bridge the gap between theory and practice and produce more effective urban planners. The research on urban planning curricula in the global South is a valuable contribution to the field of urban planning education. It provides a new perspective on the challenges facing urban planning education in these countries and offers a roadmap for improvement.

The research explores and evaluates the urban planning curricula in the global South, with a particular interest in Egypt. The research employs the use of questionnaires with 56 university instructors, analysed thematically, to evaluate the current content of curricula. The results are compared and correlated with a pilot study exploring research interest, government policies and practices of urban planning in Egypt.

Through comparing the results of the evaluation with the current research interest in urban planning in Egypt, the paper investigates the possibility of improving current educational curricula using comparative network analysis which would establish stronger interdisciplinary connections.

The seeming disconnects between urbanism concepts taught in educational curricula and their relevance in practice and reality is a vital issue in urban studies and planning. Interdisciplinary connections with topics like politics, economies, gender, and others can assist curricula in becoming more relevant to real-world situations. This disconnect is even more apparent in the global South where most educational content is highly derivative from Northern contexts. Though such interdisciplinary aspects are under discussed in educational curricula, they are frequently discussed in academic research.

This study aims to examine the effects of the historical prevalence of infectious diseases on contemporary gender equality. Previous studies reveal the persistence of the effects of historical diseases on innovation, through the channel of culture.

Drawing on the parasite stress theory, the authors propose a framework which argues that historical prevalence of infectious disease reduces contemporary gender equality. The study uses ordinary least squares and two-stage least squares in a cross-section with data from 122 countries between 2000 and 2021.

This study provide support for the underlying hypothesis. Past diseases reduce gender equality both directly and indirectly. The strongest indirect effects occur through innovation output. Gender equality analysis may take these findings into account and incorporate disease pathogens into the design of international social policy.

This study complements the extant literature by assessing the nexus between historical prevalence of infectious diseases and gender equality.

A synthesis of integrated care models classified by their aims and central characteristics does not yet exist. We present a collection of five “archetypes” of integrated care, defined by their aims, to facilitate model comparison and dialogue.

We used a purposive literature search and expert consultation strategy to generate five archetypes. Data were extracted from included articles to describe the characteristics and defining features of integrated care models.

A total of 25 examples of integrated care models (41 papers) were included to generate five archetypes of integrated care. The five archetypes defined include: (1) whole population models, (2) life stage models, (3) disease-focused models, (4) identity group-based models and (5) equity-focused models.

The five presented archetypes offer a conceptual framework for academics, health system decision makers and patients, families, and communities seeking to develop, adapt, investigate or evaluate models of integrated care.

Two cross-cutting themes were identified, including (1) minimal reporting of patient, caregiver and community engagement efforts in integrated care development, implementation and evaluation, and (2) the nuanced emphasis and implementation of electronic data sharing methods across archetypes, and the need for further definition of the role of these data sharing methods.

The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). While some research exists on the importance of doctoral advisor/advisee relationships generally, few studies have focused on advisor support for doctoral students with LD and/or ADHD.

In total, 20 doctoral students from various US institutions with an average age of 28 years old participated in this study. In all, 2 participants had a dual diagnosis of LD and ADHD, 3 were diagnosed solely with LD and 15 solely with ADHD; 15 of the participants with ADHD indicated that they take medication. Each graduate student participated in an hour-long semi-structured Zoom interview inquiring about their disability and their relationship with their advisor. Interviews were transcribed and analyzed inductively.

The relationship between the participant and their advisor was the key theory. In total, 6 participants disclosed their disability status to their advisor with positive results, 2 had negative outcomes and 12 did not disclose for various reasons. The overarching theme of the study is that advisors are supportive of doctoral students with LD and/or ADHD whether or not they know about the student’s disability. Support was seen in offering flexible and strict deadlines, advocating on the student’s behalf and/or forming personal relationships with students.

One of the biggest challenges of this study was recruiting participants. Graduate students with LD and ADHD are justifiably afraid of facing discrimination; therefore, it was difficult to identify participants despite having IRB approval and placing a very high value on confidentiality. The sample was consequently limited in size as well as in terms of race and gender diversity and was not representative of students with LD and/or ADHD in higher education. Qualitative research is typically not generalizable and the same was true for this study. This study gives a broader glimpse into the experiences of doctoral students with ADHD than those with LD. Additionally, when one of the researchers began each interview, she revealed that she also has a learning disability. While this may have helped participants feel more comfortable, it also could have influenced their responses.

This study undertakes a more detailed investigation than previous research on the experiences of individuals with LD and/or ADHD in doctoral programs in the US. The findings provide current data on perceptions of advisor–advisee relationships in the students’ own voices.

Given the emphasis on diversity, equity and inclusion initiatives in US higher education, students with LD and/or ADHD need to be actively engaged in these conversations. With increasing numbers of students with LD and ADHD entering higher education and pursuing graduate degrees, faculty must be prepared to support all their students. By assessing strategies for positive mentor–mentee relationships among doctoral students with LD and/or ADHD, institutions can continue to foster increased diversity, creating doctoral programs and developing future faculty who more accurately represent the world in which we live.

The population studied doctoral students with LD and/or ADHD in the USA adds to the literature. The findings in terms of disclosure as it relates to advisors also adds to the literature. Doctoral students in the USA are dropping out at high rates making this an area that needs exploration.