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The purpose of this review is to summarize the available literature on the effect of vitamin and mineral supplements, especially in doses exceeding recommended daily allowances.

A comprehensive search and analysis of original, peer‐reviewed literature on supplementation studies was conducted.

High doses of vitamins and minerals can be harmful instead of beneficial. Supplementation of vitamins and minerals, in general, may be most beneficial, and perhaps only beneficial, to individuals with a nutrient‐deficient diet. Consumers thus need to be weary of the safety and efficacy of their supplements. While vitamins and minerals are vital to life, the optimal doses of each required nutrient are currently not known.

Lack of standardization between studies makes it difficult to compare the results from different studies.Practical implications – Based on this review, a recommendation can be made to avoid high dose supplements and obtain vitamins from foods to the greatest extent possible.Originality/value – This review is unique in its comprehensive nature that allows the identification of common underlying problems with the supplementation of different groups of vitamins.

Rapid technological advancements present many opportunities in the way people work, communicate and conduct business. That growth is especially prevalent in the World Wide Web. In the last five years, the Internet has expanded the market place to a global arena. More and more companies are conducting business online. Multinational corporations are becoming extremely dependent on the exchange of information across the Internet. As information flows across national borders, the concern for data security increases. Accordingly, personal data and business transactions collected by international companies are no longer safe once they enter the realm of the Internet. This paper addresses privacy concerns of e‐commerce customers, the security regulations imposed on multinational companies transferring data across international boundaries, and the risks of not complying with data protection regulations.

Workplace well-being is key to improving health and therefore productivity. Although the Chinese population and their influence on business in the UK are growing rapidly, little is known about the attitudes of Chinese employers and employees towards workplace well-being. The paper aims to discuss this issue.

The authors conducted a qualitative study to explore the views of Chinese employees and employers in London and interviewed occupational health and workplace well-being experts.

Employers’ understanding of workplace well-being was limited, their approach was reactive rather than proactive. Contextual factors hampered most efforts towards workplace well-being. Employees reported that working conditions were generally poor with likely implications for employees’ physical and mental health. Generational and migratory changes further complicate the scenario but potentially usher in positive change.

This study was conducted in a London area with a high density of Chinese businesses. The study nevertheless covered only a limited selection of business sectors. Caution may therefore be necessary in assuming the transferability of these findings to other parts of the UK.

Chinese businesses are agreeable to being informed about and considering the business case for workplace well-being. Chinese workers need better working conditions, easier access to health services preferably delivered through Chinese-based networks of community and business associations which are trusted by both employers and employees.

This study offers novel evidence on the attitude of Chinese employers and employees towards workplace well-being by comparing views from both groups. Chinese people face considerable health and mental health problems through their work environment, in contrast with conclusions from the Health Survey for England and Labour Force Survey.

All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.

The purpose of this study was to investigate pre-service teachers' concerns about including diverse learners in their classrooms. The study identified which concerns they ranked highest and lowest and which types of diversity they were most concerned about. The study also compared results in relation to demographic variables of gender, year and major.

Data collection relied on the Concerns about Inclusive Education Scale administered online with 343 pre-service teachers enrolled in higher education in Thailand. Analysis aimed to identify what were the highest categories of concerns as well as any significant relationships between concerns and demographic variables of gender, year and major. Analysis also identified the types of diversity about which pre-service teachers were most concerned along with any significant relationships between types of diversity and gender, year and major.

Results revealed that pre-service teachers ranked lack of resources as their highest concern about teaching diverse learners. Analysis revealed a significant difference for gender with females (p = 0.014) having a significantly higher level of concern about lack of resources than males. Mental health disabilities along with physical and learning disabilities were ranked highest in terms of types of diversity about which they were most concerned. There were no statistically significant differences for demographics regarding type of diversity about which teachers were most concerned.

There is a lack of research related to higher education's role in preparing teachers to teach in contexts of diversity. This study goes beyond traditional definitions to include 12 types of diversity.

This chapter provides an in-depth examination of the role that sustainable tourism plays in fostering a more environmentally and economically sustainable global economy. It delves into the advantages, disadvantages, and potential of sustainable tourism, emphasizing environmental conservation, societal inclusion, and economic progress. The shift towards sustainable tourism underscores the importance of minimizing negative impacts while maximizing positive outcomes for the environment, local communities, and cultural heritage. It underscores the necessity of balancing economic development, environmental preservation, and social well-being. Sustainable tourism encourages environmentally friendly practices, promotes renewable energy, and supports local businesses, thereby driving both environmental protection and economic growth. Challenges and opportunities are identified, necessitating innovative solutions for a sustainable tourism model. Effective policies and collaboration among stakeholders can address issues like excessive tourism impacts and ensure equitable distribution of benefits to local populations. Technology and community involvement play crucial roles in fostering sustainability and responsible travel. The chapter emphasizes energy efficiency, waste management, and transportation enhancements, while recognizing digital platforms’ role in promoting informed travel decisions. Future trends focus on climate adaptation, responsible tourism, and circular economies. Thus, a triple bottom-line approach integrating economic, social, and environmental considerations, alongside resource management, technology, community engagement, and cultural preservation, emerges as essential for advancing sustainable tourism practices.

Many undergraduates major in business in hopes of being well-prepared for a career. However, Arum and Roksa (2010) find business students perform poorly relative to peers on measures of academic gains and employers report that few college graduates are well-prepared for business careers (Lumina Foundation, 2013). Experiential courses have the potential to engage students deeply and encourage critical thinking while developing important business skills. The paper aims to discuss these issues.

This paper proposes several attributes of successful experiential courses and uses a student-managed portfolio as an example of a successful model.

Student-managed portfolios can improve educational and career outcomes for students.

Student-managed investment funds can provide a vehicle for teaching students research, critical thinking and writing skills while encouraging them to integrate knowledge from a broad range of business disciplines to understand a firm’s business model.

While experiential programs are touted as addressing these shortcomings, many academics remain skeptical of experiential programs which too often focus on showy trips, passively listening to important people or performing shallow analyses at the expense of developing a deep understanding of how to identify and solve complex problems. This paper offers some insight into important features of a successful experiential program.

In this chapter we apply intergroup emotion theory (IET; Mackie, Devos, & Smith, 2000) to reflect on the conditions under which individuals may experience intergroup emotions in workgroups, and to explore some possible consequences of those emotions. First, we briefly outline IET and describe the psychological mechanisms underlying intergroup emotion with a particular emphasis on the role of social identification. Second, we describe some of the antecedents of shared and varied social identifications in workgroups, which may in turn elicit shared or varied intergroup emotions in workgroups. Finally, we consider potential consequences for both relationship and task outcomes such as organizational citizenship behavior, workgroup cohesion, relationship and task conflict, issue interpretation, and information sharing.