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A single conceptualization of mental health based on empirical research has yet to be adopted by researchers and practitioners. This paper aims to explore how diverse Americans define mental health. The aim of the study was to build a conceptualization of the term “mental health”, using qualitative and quantitative methods, on the basis of definitions provided by an ethnically diverse sample of lay-people and professionals.

Concept mapping methods, including multidimensional scaling and hierarchical cluster analysis, were applied to 146 statements generated by 125 participants of diverse American racial and ethnic groups. The resulting concept map was inspected visually, quantitatively and qualitatively.

Out of the 146 statements, 8 overarching themes emerged from multidimensional scaling and hierarchical cluster analysis. Themes include Well-being, balance, coping, adaptability, relational, self, lack of mental illness and physical. T-tests revealed statistically significant differences on ratings of importance for statements within the theme “Lack of Mental Illness” from those included in “Well-Being”, “Balance” and “Coping.” Statements included in the theme “Lack of Mental Illness” were rated least essential to the construct of mental health. The “Self” cluster appeared at the center of the data visualization, suggesting that Americans believe that self is essential to the construct in question.

This mixed-method study is consistent with prior evidence that mental health and mental illness might best be considered separate constructs (Westerhof and Keyes, 2010). A logical follow-up might examine why the concept of “Self” emerges centrally as it would help mental health practitioners and policymakers to focus their understanding of mental health to improve mental health interventions.

Understanding that the concept of “Self” is central to Americans’ conceptualizing of mental health may help mental health practitioners and policymakers to focus their efforts in delivering targeted mental health interventions.

This study aimed to examine the influence of psychological capital on the students' academic success in a PhD journey in Tanzania.

A cross-sectional survey design was used and data were collected through structured questionnaires from 200 PhD students in Tanzania. Confirmatory factor analysis was used to test the measurement model. The hypotheses were empirically tested using structural equation modeling (SEM).

The findings affirm that psychological capital in terms of hope, self-efficacy, resilience and optimism are significant predictors of students' academic success in a PhD journey.

To the best of the authors' knowledge, this paper is among the first to comprehensively examine the influence of psychological capital on students' academic success in PhD studies. Previous studies have primarily focused on the undergraduate level. Additionally, this study extends the applicability of conservation of resource (COR) theory to the context of PhD students, demonstrating that psychological capital serves as a crucial resource for them to achieve success in their PhD studies.

This paper aims to focus on Brazilian business fairs primarily attended by metalworking companies.

Using a qualitative and exploratory approach, data were collected through semi-structured interviews answered by exhibitor companies from two of the most relevant Brazilian states in this industrial sector: Santa Catarina and Rio Grande do Sul.

The results recognize the four pillars of the interorganizational relationship developed among exhibitors at business fairs and launch serious implications for the effective development of business fairs as spaces of interorganizational relationship and of value creation.

This is the first study discussing the trade fairs of the Brazilian emerging industry related to the metal-mechanic sector of two of the most significant states in the country: Rio Grande do Sul and Santa Catarina.

The aim of the text is to present a historical foundation of the changing conceptualization of citizenship and to outline the present trends in citizenship theory from a social and educational perspective. Based on a 132literature review from the 1990s and the first decade of the new millennium, an attempt is made to describe possible changes in school curricula in order to demonstrate the diversifying content and role of civic education. These considerations must be placed in a broader context of the transforming content of current public debates on citizenship and nationhood, including the increasingly ethnicity-oriented views of nationhood in many European and non-European countries, accompanied by the rise of anti-immigrant discourse.

The study aims at evaluating the most appropriate transport project which is one of the critical concerns of transport infrastructure scheduling. This process will be applied considering a set of criteria and discussed alternatives with sustainable perspectives.

In this paper, a complex proportional assessment (COPRAS) framework is discussed to handle the sustainable transport investment project (STIP) assessment problem within a single-valued neutrosophic set (SVNSs). To form the procedure more useful in handling with uncertain features, a SVNS is applied as a valuable procedure to handle uncertainty. First, a new discrimination measure for SVNSs is introduced and discussed some elegant properties to determine the significance degree or weight values of criteria with the sustainabality perspectives. Second, an integrated approach is introduced based on the discrimination measure and the COPRAS method on SVNSs and named as SVN-COPRAS.

A case study of an STIP evaluation problem is used to confirm the practicality and effectiveness of the SVN-COPRAS framework. Lastly, comparative discussion and sensitivity investigation are illustrated to prove the strength and solidity of the proposed framework.

The SVNSs enrich the essence of linguistic information when a decision expert (DE) vacillates among different linguistic values (LVs) to measure a sustainable transport project alternative problem. The utilization of SVNSs provides a more stable procedure to describe DEs' evaluations. So, an elegant methodology is developed to incorporate the DEs' awareness and experience for electing the desired STIPs. The introduced methodology has higher operability than the single-valued neutrosophic set technique for order preference by similarity to an ideal solution (SVN-TOPSIS) procedure during the larger numbers of attribute(s) or option(s). For the SVN-COPRAS methodology, there is no need to estimate the single-valued neutrosophic ideal solution (SVN-IS) and single-valued neutrosophic anti-ideal solution (SVNA-IS). The outcomes are calculated with handling the realistic data, which elucidates that the introduced model can tackle more intricate and realistic multi-criteria decision-making issues.

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.