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Smoke-free prison policies have been introduced in some countries, in part to address very high levels of tobacco use in people in prison. However, relapse rates post-release remain high. This papers aims to improve understanding of post-release smoking and/or vaping behaviour is necessary to inform support for a priority population.

The authors searched health, social science and criminal justice databases for studies about smoking/vaping behaviours among people released from smoke-free prisons. Studies were included if they reported primary data and were published between January 2017 and March 2024 in English; the population was adults/young people (16 yr+) imprisoned or formerly imprisoned, in prisons with comprehensive smoke-free policies; and at least one of the following was reported: pre-release intention to smoke, vape or remain abstinent post-release; smoking/vaping behaviour post-release and factors influencing smoking/vaping behaviour; attempts to quit again following post-release smoking/vaping relapse.

Nine studies met our criteria. The evidence base is small and mainly from the USA or Australia. Evidence continues to suggest that most people resume smoking after leaving a smoke-free prison. No new interventions have been successful in reducing relapse rates. No studies report on vaping post-release, although two studies report on perceived factors affecting smoking relapse post-release from prisons allowing vaping.

Given very high rates of relapse, there remains a significant need to better understand what approaches are feasible and acceptable for reducing return to smoking post-release.

This review updates the limited evidence on smoking behaviours after leaving a smoke-free prison.

In this chapter, the authors argue that technology can be advantageous to children and young people’s mental health. The authors argue that social media platforms can foster social connection, social support and access to important information to support mental health. The authors also highlight the risks, particularly the research which links technology to mental ill-health. The authors argue that the digital curriculum in schools should develop young people’s knowledge of digital literacy, digital citizenship and digital resilience. Finally, the authors explore the potential role that technological applications (apps) can play in supporting children and young people’s mental health. The authors argue that although research is in its infancy, some studies have produced promising results.

Managing public ‘affect’ was a critical component of Aotearoa New Zealand's COVID-19 policy approach, which was predicated on collective emotional feelings of calmness, compassion and trust. A long history of health promotion efforts have involved co-opting children as tools to manipulate (adult) public affect towards motivating behavioural change or accepting health interventions. Little research has yet considered the consequences of objectifying children for affect management in the name of public health. The Pandemic Generation study compared the perspectives of Auckland children aged 7–11, generated through co-drawing comics about their pandemic experience, with a critical discourse analysis of children's representation in New Zealand COVID-19 public health messaging. In this chapter, I argue that by leveraging performative care for children to manipulate an adult public affect, the New Zealand government erased children's subjectivities, their care-giving roles and contributions, further disenfranchising children as members of the ‘public’ in public health.

The rapid development of digital technologies drives digital entrepreneurs to pivot, a behavior that allows entrepreneurs to adjust original opportunities and explore new opportunities. This study aims to investigate the effect of the structural characteristics of digital entrepreneurial teams, the functional heterogeneity, on pivoting from the perspective of digital agility. Moreover, this study also examines the moderating effect of knowledge sharing.

Two-phase survey data were sourced from Chinese digital entrepreneurial teams through the entrepreneurial networks of MBA programs of a Chinese business school and entrepreneurial support organizations in China. The sample of 272 teams with 708 entrepreneurs was collected to test the hypotheses.

The functional heterogeneity of digital entrepreneurial teams, including industry background heterogeneity and occupational experience heterogeneity, positively impacts pivoting by providing heterogeneous knowledge and resources. Moreover, this relationship is mediated by the digital agility of the digital team, and knowledge sharing moderates the relationship between functional heterogeneity and digital agility.

While existing studies have mainly focused on the external factors, this study empirically investigates the team-level internal factors of digital pivoting in digital entrepreneurial teams, enriching the research perspective of pivoting. Moreover, the current study bridges the literature on digital agility with pivoting, broadening the theoretical mechanism of pivoting and expanding the theoretical boundaries of digital agility.

Many professionals who work with children champion the concept of child participation. However, professionals’ attempts at listening to children to understand their perspectives and include them in decision-making are often difficult or missing. This paper aims to report on a study that examined the lived experiences of child and family professionals and children, aged five to nine years, to understand what happens in their everyday conversations and interactions and what is needed to prepare pre-service professionals to uphold children’s right to have their views heard and considered in decision-making.

Narrative Inquiry was used as the methodology for this study as it is a useful research methodology for developing interventions for practice. Narrative Inquiry methodology allows the researcher to learn from their participants, and to validate them as knowledgeable in their own lives and as contributors to change.

The findings indicated that everyday conversations and interactions that take place between professionals and children influence an adult’s ability to hear a child’s perspective. The key findings indicate that for adults to hear a child’s perspective and include them in decision-making, there is a need to build trust and acknowledge how power plays a role in having meaningful conversations with children.

To better prepare the child and family practice workforce, they will need theoretical knowledge and practice skills in developing self-awareness about how children are viewed, building reciprocal relationships with children and creating safe spaces for conversations to take place.

Entrepreneurial action under uncertainty has captured the interest of scholars and practitioners alike. However, this growing body of research has yet to connect entrepreneurial action with actual actions of entrepreneurs. We combine insights from effectuation theory and the psychology of entrepreneurship to investigate drivers of entrepreneurial actions involved in starting and running ventures, particularly optimism, self-efficacy and the use of causal and effectual logics.

The study employs a unique mixed-method approach combining a survey with experience sampling data. After measuring demographics, preference for effectual or causal logics and psychological variables, the 197 US entrepreneurs sampled entrepreneurs logged their daily actions in the form of asks during 60 consecutive days.

Results suggest that self-efficacy and causal logics are key drivers of entrepreneurial actions, while optimism serves as a deterrent. Interestingly, the impact of self-efficacy on actions is moderated by the entrepreneur’s experience level, measured both in years and past asking experience.

The potential of the ask as the basic mechanism for entrepreneurial actions is explored. Based on the findings, the authors offer new and fertile insights by linking psychological traits to entrepreneurial actions, causal and effectual logics and entrepreneurial expertise development.

As social infrastructures, public libraries are increasingly recognised as providing more than access to books and information; librarians’ work is importantly centred around practices of care. However, the ways in which they provide care is poorly researched, let alone conceptualised. This paper explores how this important part of librarians’ daily work is practiced through the lens of infrastructuring.

The paper first theoretically discusses the concepts of social infrastructuring, care and tinkering. Then, it turns to ethnographic research conducted in the public library networks of three European cities: Vienna (Austria), Rotterdam (the Netherlands) and Malmö (Sweden). The paper comprises empirical materials from all three countries and unpacks 16 librarians’ daily working routines of care through participant observations.

The empirical analysis resulted in three modes of social infrastructuring in public libraries: (1) maintaining, (2) building connections and (3) drawing boundaries. Practices of care are prominent in each of these infrastructuring modes: librarians infrastructure the library with and via their care practices. Whilst care practices are difficult to quantify and verbalise, they are valuable for library patrons. By using the concept of tinkering, the article conceptualises librarians’ infrastructuring enactments as crucial community-building aspects of libraries.

By focusing on the enactment of social infrastructuring, the paper goes beyond a descriptive approach to understanding public libraries as important social infrastructures. Rather, the paper unpacks how libraries come into being as infrastructuring agencies by highlighting what librarians do and say. Our international study articulates the importance of care practices in public libraries across different national contexts.

The hoped-for “just recovery” from the COVID-19 pandemic has not occurred. This chapter examines socioeconomic disparities laid bare by the pandemic in the United States. They have left a marked impression, suggesting that the concept of “American exceptionalism” has negative as well as positive connotations especially when compared with other high-income countries. Strikingly, democracy is not delivering for many Americans, and yet that is not a new situation, as much scholarship shows. These findings challenge received wisdom about how this country is in the aggregate labeled “developed” when many Americans live in conditions similar to or worse than those the World Bank categorizes as “developing.” Against this background, the chapter assesses experiential learning models for engaging students on the SDGs to assess these disparities. While researching social justice gaps in Pittsburgh and Atlanta with Carnegie Mellon students, however, the lack of disaggregated data emerged as a human rights issue and major barrier to fulfilling the SDG principle to “leave no one behind” (LNOB). These findings suggest a paradigm shift is needed, using the SDGs to advance human rights, elevating socioeconomic rights, localizing issues, generating disaggregated data to drive policy recommendations, and scaling up the community of practice that is engaged in this paradigm shift. Field building these aspects of sustainable development has the possibility to positively shape policies, outcomes, and help this democracy actually deliver for all, not just for some. For the United States to lead and bolster human rights and democracy around the world, inequalities at home must be addressed.