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Behavioural problems in childhood often lead to poor long-term outcomes, including increased risk of adult mental illness, unemployment, criminality and shorter life expectancy. Most parents of affected children ask for help, usually from teachers or general practitioners, but only a small minority go on to access well implemented evidence-based programmes of early intervention. A strong body of research demonstrates the effectiveness of these programmes, but much less is known about the practicalities of identification and referral which are among the key ingredients of good implementation.

This paper adds to existing knowledge on these topics, drawing on a wider empirical study of the delivery of parenting programmes in this country, based on detailed case studies in four local areas and a national survey of parenting leads.

Identification and referral is a complex process, requiring parents to acknowledge challenges in the management of a child's behaviour, overcome feelings of failure or stigma risking disclosure to professionals. It relies on professionals understanding the significance of what they see or hear, knowing where to refer families and having effective motivational skills to promote the willingness of parents to engage with programmes. Different perceptions of poor childhood behaviour delay access to appropriate help, particularly for those with severe problems. Referral pathways are often complex and not well understood by professionals in routine contact with families or working with high-risk groups.

Although there is a strong body of research outlining what works to promote better outcomes for children with early behavioural difficulties, there is less detailed understanding of identification, help seeking and “real world” barriers preventing parents and children benefitting from effective parenting support.

The aim of this paper is to study attitudes and perception of Slovak consumers toward healthy food in terms of consumption, as well as to identify key factors during the purchasing process.

An online questionnaire survey was conducted using snowball sampling method in Slovakia (n = 1,138 respondents) between March and May 2021. By applying categorical principal component analysis, five latent factors were identified. Moreover, non-parametric tests (Chi-square test for independence, Kruskal–Wallis H test) were carried out to study differences between age cohorts.

Results showed that Slovak consumers mostly perceived as very healthy the following food categories: fruit, vegetables, honey, juices made of fruit and vegetables, fish meat or cereals, nuts and seeds. Moreover, research has identified five latent factors, which consumers mostly consider during purchase of healthy food as follows: price-marketing factor, information and composition factor, authenticity factor, quality factor and factor of motivation.

Research paper gives an important insight about consumer behavior and perception toward healthy food in Slovakia. Results provide valuable information for producers in terms of marketing and communication strategies. In addition, provided information can be used by policymakers for improving food policy to foster public health in the society.

Management research has begun to explore how cultural entrepreneurs use established or declining societal traditions to create distinctive new ventures and products. In this study, we propose an alternative pathway for creating entrepreneurial opportunities, that is, through leveraging extinct societal traditions. Extinct societal traditions yield opportunities to create highly distinctive products and ventures, yet their use entails substantial challenges. To understand how entrepreneurs can successfully leverage extinct societal traditions, we investigate the case of The Merchant of Venice, an Italian venture established in 2013 that produces luxury perfumes based on the perfume-making tradition that flourished in Venice between the sixteenth and seventeenth centuries and disappeared afterwards. Our study illuminates how cultural entrepreneurs can leverage extinct societal traditions by (a) exhuming lost knowledge and practices, (b) validating them as an authentic and appreciable tradition of a given community and territory, and (c) elevating their meaningfulness as core to place identity. Our study contributes to the literature on cultural entrepreneurship and traditions by revealing the distinct challenges that resurrecting extinct traditions entail, enriching the understanding of types, goals, and processes of cultural entrepreneurship, and widening current knowledge of the roles of tradition custodians.

We examine the translation of the concept of privacy in the advent of digital communication technologies. We analyze emerging notions of informational privacy in public discourse and policymaking in the United States. Our analysis shows category change to be a dynamic process that is only in part about cognitive processes of similarity. Instead, conceptions of privacy were tied to institutional orders of worth. Those orders offered theories, analogies, and vocabularies that could be deployed to extrapolate the concept of privacy into new domains, make sense of new technologies, and to shape policy agendas.

A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context.

The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis.

The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders.

The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education.

The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes.

The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated.

Inclusion Europe, the European movement of people with intellectual disabilities and their families, shared what people with intellectual disabilities and their families faced during the COVID-19 crisis. Collecting information showed people with intellectual disabilities were segregated and discriminated against. The pandemic intensified and magnified the segregation and discrimination of people with intellectual disabilities, shedding light on their exclusion. Many human rights were violated. Therefore, such testimonies should encourage governments and institutions to urgently design a society that includes people with intellectual disabilities and their families.

The purpose of this qualitative study is to explore how high school social studies teachers perceive and address controversial topics in politically polarized suburban classrooms. Research indicates that political polarization significantly affects both teachers and students, with suburban communities being some of the most politically divided in the U.S. By examining the experiences of teachers in these suburban settings and their approaches to handling controversial topics, this study aims to shed light on how the political climate influences teaching practices, discussions of controversial issues and teachers' curriculum-related decisions.

This is a qualitative research study. I interviewed six suburban Long Island high school social studies teachers over the 2021–2022 school year. Each teacher was interviewed twice, with interviews ranging from one to two hours. The interviews were semi-structured and asked the teachers about the purposes of teaching social studies, their communities, their experiences teaching controversial political topics, obstacles around teaching controversial political topics and the ways in which their communities received the teaching of controversial political topics. I used thematic analysis to analyze the interviews. Each interview was analyzed inductively and deductively and coded over three iterative cycles.

These “controversial” topics come with both explicit and implicit pressure to avoid discussion and deliberation in the classroom. The first finding in this section centers on explicit and implicit pressure on teachers to avoid controversial topics. The second finding highlights the consequences of that pressure on teacher curricular decision making. The third and fourth findings are focused on participants' responses to explicit and implicit pressures to avoid controversial topics. The third finding articulates on the role of tenure in approaching controversial topics in polarized communities. The final finding defines and explores teacher use of political opaqueness.

This work adds to the existing literature on social studies education by providing an analysis of how controversial topics are understood and enacted in the suburban environment. By adding the specificity of context to my research I examine the ways in which controversial topics are defined part by their environment, and teacher interpretation of that environment. Further, this work adds to the literature on deliberative pedagogies and controversial topics by considering the roles that contemporary local and national politics play in enacting controversial topics, and the consequences on the classroom and teaching.