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The purpose of this paper is to demonstrate the importance of expectation formation and matching for university student volunteers and their hosts.

This research involved a multi-stage data collection process including interviews with student volunteers, and university and host representatives from six Australian universities. The project team undertook an iterative process of coding and interpretation to identify themes and develop understanding of the phenomenon.

University student volunteering has the potential to fail to meet the expectations of at least one of the parties to the relationship when the expectations of the parties are not clearly articulated. Universities operating volunteer programmes have an important role in facilitating expectation formation and matching, minimising the chances of mismatched expectations.

The study confirms the operation of a psychological contract for university student volunteers and organisations who host them which is consistent with other research in volunteering demonstrating the importance of matching expectations.

The paper identifies the importance of expectation formation and matching for hosts and students, and highlights the role of universities in facilitating matchmaking.

This paper contributes to the growing body of research on the role of the psychological contract in volunteering, in particular in university student volunteering and host organisations.

The purpose is to explore experiences transitioning home from acute hospital care from perspectives of younger traumatic brain injury (TBI) patients, family caregivers and healthcare providers (HCPs).

The authors conducted 54 qualitative interviews (N = 36: 12 patients, 8 caregivers, 16 HCPs) and analyzed data using conventional content analysis.

The transition from hospital to home was described as a negotiation, finding a way through these obstacles: (1) preparing for discharge home during acute hospital care; (2) navigating transitions in healthcare and health; (3) addressing recovery concerns, and (4) setting goals to return to normal. Factors influencing the negotiation process included social support, health-related knowledge or training, coping mechanisms, financial stability, and home environment stability.

Younger TBI patients and caregivers have unique needs during the transition home from the hospital. Needed support from HCPs was inconsistently provided. Findings are foundational for integrated care research and practice with TBI.

In this paper we build upon previous research that examines how workers in devalued occupations transform structural conditions that threaten their dignity into resources with which to protect themselves. Through in-depth interviews and fieldwork with early childhood educators (ECE), we examine the work experiences of teachers in four distinct work contexts: daycare centers and within elementary schools, each in either the public or private sector. We find that these different school organizational contexts shape what kinds of identity challenges early childhood teachers experience. Different organizational contexts not only subject teachers to different threats to their work-related identity but also have different potential identity resources embedded within them that teachers can use on their own behalf. Thus, while all the early childhood educators in our sample struggle with being employed within a devalued occupation, the identity strategies they have developed to protect their self-worth vary across employment contexts. We show that the strategies these interactive service workers use to solve identity-related problems of dignity at work involve the creative conversion of constraints they face at work into resources that help them achieve valued work identities.

The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population, less highlighted is the growing number of individuals who identify as belonging to two or more races. This group of individuals currently constitutes the youngest, fastest growing racial subgroup. According to the US Census' projections, the two or more races population will grow by 226% between 2014 and 2060, almost double the Asian population, the next fastest growing subgroup. Though individuals with multiplicity to their racial backgrounds have existed in the United States since its inception, only recently has the government provided the option for individuals to quantify their self-reported belonging to multiple races. The resulting statistics alert educators to the fact that individuals identifying as biracial and multiracial are going to be an increasingly sizable group of students requiring, as all children do, individualized care and support within school walls. In this chapter, I draw upon Black-White biracial women's elementary school recounts to help educational practitioners understand lived experiences that inform young girls' navigations of the intersections of their Blackness and Whiteness in schooling spaces.

This paper determined sodium provisions from a seven-day cycle menu and commissary at a rural Southwest County jail and compared it to Dietary Reference Intakes (DRI) and Dietary Approaches to Stop Hypertension (DASH) recommendations for sodium.

A seven-day cycle menu and commissary items were used to determine sodium content for each meal and commissary pack. Estimates for the menu and commissary packs paired with the menu (commissary scenarios) were converted to a daily average of sodium and compared to DRI and DASH recommendations.

Menu provisions provided 167% of daily DRI sodium recommendations and 256% of daily DASH sodium recommendations. The sodium content for individual commissary scenarios averaged 218% of DRI and 334% of DASH recommendations. Commissary items are notably high in sodium and if eaten can significantly exceed dietary recommendations.

Small changes to one meal within the cycle menu and the inclusion of fresh or frozen produce could reduce sodium content to align with DRI and DASH recommendations.

In Aotearoa New Zealand (Aotearoa), bicultural education has reinforced the privilege of settler colonial knowledge with te reo Māori, the language of Indigenous people of Aotearoa New Zealand, used as decorative labels to create a bicultural étagère. Similarly, for inclusive education ableist notions of personhood have maintained approaches that attempt to assimilate the person into the educational hood. In this chapter, research findings from a doctoral case study highlight the intersecting nature of ableism and racism in the foundations of the Aotearoa education system. The author argues that Indigenous knowledge and customs in a bicultural Initial Teacher Education (ITE) program that prepares early childhood educators promote positive constructions of inclusion. Using the tenets of DisCrit and the Alaskan Cultural Standards as tools of analysis, key bicultural practices that support inclusion are identified and discussed. In addition, the inclusive opportunities and the fragility of meaningful intentions are highlighted.

Purpose – This chapter maps the conceptual territory that research on school shootings shares with cultivation analysis.

Methodology/approach – It outlines the history of cultivation analysis, which used the statistical methods of content analysis and survey research to argue that television violence was rampant and sexist, and that this had the effect of making audiences fearful. The point of this history is to show that the model was conceptually grounded in critical approaches to media, and established questions about the ideology of media violence that set the grounds for school shooting studies.

Findings – In particular, the chapter focuses on similarities between cultivation analysis and ritual theory, and the cultivation thesis that violence represents gender hierarchies, as the two most obvious points of intersections with studies on school shootings. It suggests that these intersections help explain why a “school shooting” frame was deployed to other sorts of media violence, and debates about the effects of media violence, using Jared Loughner's attack on Gabrielle Giffords as a case study.

Practical implications – Emerging concerns about the effects of aggressive news punditry and political commentary can be addressed by reflecting on what studies of school shootings say about the more general politics of media violence, and cultivation theory is an invaluable resource in this endeavor.

Originality/value of paper – Academically, an engagement with cultivation theory underlines how school shooting studies contribute to critical media research in general, by demonstrating the validity of “second generation” models of media influence in the digital age.

Suggests that it is reasonable to expect researchers in the field of educational administration to establish the relative value of the knowledge they propound. Draws on the branch of philosophy devoted to the study of the nature of knowledge; epistemology. Argues for new forms of awareness, criteria and processes to help with the growth of trustworthy knowledge. Concludes that there is a need for a post‐paradigm approach that celebrates coherence and multi‐perspectivism.