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The present study scrutinizes the relative performance of various near-wall treatments coupled with two-equation RANS models to explore the turbulence transport mechanism in terms of the kinetic energy budget in a plane wall jet and the significance of the near-wall molecular and turbulent shear, to select the best combination among the models which reveals wall jet characteristics most efficiently.

A two-dimensional steady incompressible plane wall jet in a quiescent surrounding is simulated using ANSYS-Fluent solver. Three near-wall treatments, namely the Standard Wall Function (SWF), Enhanced Wall Treatment (EWT) and Menter-Lechner (ML) treatment coupled with Realisable, RNG and Standard k-e models and also the Standard and Shear-Stress Transport (SST) k-ω models are employed for this investigation.

The ML treatment slightly overestimated the budget components on an outer scale, whereas the k-ω models strikingly underestimated them. In the buffer layer at the inner scale, the SWF highly over-predicts turbulent production and dissipation and k-ω models over-predict dissipation. Appreciably accurate inner and outer scale k-budgets are observed with the EWT schemes. With a sufficiently resolved near-wall mesh, the Realisable model with EWT exhibits the mean flow, turbulence characteristics and turbulence energy transport even better than the SST k-ω model.

Three distinct near-wall strategies are chosen for comparative performance analysis, focusing not only on the mean flow and turbulence characteristics but the turbulence energy budget as well, for finding the best combination, having potential as a viable and low-cost alternative to LES and DNS for wall jet simulation in industrial application.

This work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.

This framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.

We provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.

The research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.

The practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.

The social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.

While qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.

This paper aims to explore and develop knowledge about implementing and applying a quality management system (QMS) in the public sector.

A study was conducted including 16 qualitative in-depth interviews with 18 respondents, all working with QMSs in the Swedish public sector.

The study identified five main themes that are problematic in relation to the implementation of the statutory QMS in the public sector. The identified themes show that there exists a gap between theory and practice regarding how the statutory QMS needs to be implemented and applied.

Based on the analysis of the findings, the authors propose a model of core values and supporting elements for QMS in the public sector to bridge the gap between theory and practice.

The study identified problems when implementing statutory QMSs in the public sector and presents a model of improvement. Further research is needed regarding statutory QMS in the public sector.