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The purpose of this paper is to analyse the role that provenance holds within the luxury textiles market. It defines similarities and differences in the perception and acceptance of provenance as a key strategy for luxury textile brands in the USA and the UK. Its purpose is to establish a framework of identifiable communication strategies for future growth of the luxury brand sector.

The study consisted of adopting an ethnographic approach to define the role of provenance within luxury brands in the USA and the UK. Attention was focused on textile heritage labels in the USA and in Scotland, to gain insight into how historic artisanship impacts the perception of luxury and authenticity by the consumer. Interviews with key strategists were conducted, and a comparison of the discussions disseminated.

The narrative behind a product, its authenticity and provenance, are key drivers in luxury textile brands, with the perception of quality of utmost importance. Long-standing companies have interwoven provenances with their spiritual birthplaces, people and environment which can be leveraged in product introductions and branding.

The paper provides a framework of key features of provenance to inform practitioners on dilemmas such as de-localization, re-localization and transcendence within the luxury brand sector.

The paper furthers academic research by investigating contemporary issues in luxury consumer behaviour; specifically in relation to the perception of provenance. While research focuses on Western luxury textile brands and consumers, it provides reference criteria and recommendations to luxury brand strategists that can be adopted and adapted for different fields and geographic locations.

Increasing the ethicality of a project and the usefulness of the data enhances the probability that social good will result from the research; a combination of ethical and methodological soundness is therefore crucial. From 1999‐2002 I conducted a qualitative study of women’s, men’s, and mixed Internet chat room conversations. In this article, I discuss the particular ethical issues that arose, outlining my ethical decision‐making process within the context of current debates. I also describe the methodological concerns, demonstrating why a synthesized method responsive to the advantages and disadvantages of cyberspace was necessary, and how the data were enhanced by this choice of method and by certain characteristics of cyberspace. In discussing the details of my study, my overall goal is to provide an assessment of the social good of the project with a view to increasing the probability of more ethical and useful Internet‐based research outcomes more generally.

The burgeoning practice of peer-to-peer breastmilk sharing in the United States conflicts with public health concerns about the safety of the milk. In-depth interviews with 58 breastmilk sharers highlight the ways in which these respondents counter widespread risk narratives. These caregivers deploy existing social values such as self-reliance, good citizenship, and “crunchy,” or natural, mothering to validate their milk-sharing practices. However, because of stratified reproduction, in which society encourages White motherhood while it disparages motherhood among poor women and women of color, these discourses are more accessible to milk sharers who are White and from middle-class. Black and Latinx milk donors and recipients offer additional rationale for milk sharing that includes reclaiming their legacies as worthy mothers and elevating milk sharing to justice work. In rejecting and reframing risk, all of these milk sharers work toward flattening the good mother/bad mother binary.

ALTHOUGH the first Public Libraries (Scotland) Act was placed on the Statute Book in 1853, it was not until 1899 that the Corporation of the City of Glasgow was empowered to establish and maintain public libraries throughout the city. Between 1876 and 1897 four attempts were made to secure public approval for the adoption of the Public Libraries (Scotland) Acts, but when all these efforts proved unsuccessful, the Corporation decided in June, 1888 to include in a Local Bill for submission to Parliament, certain clauses conferring upon themselves the power to become a library authority. Promoted in 1899, the Bill became known as the Glasgow Corporation (Tramways, Libraries, etc.) Act 1899, and the library clauses passed through Parliament without opposition and received Royal Assent on 1st August, 1899. The powers conferred by this Local Act empowered the Corporation:

“Certification”, in the context of this book, is an endorsement by a professional body that a member of that profession has attained a specified set of advanced performance standards. Application for NBPTS advanced certification is usually voluntary and available to all members of the profession (who have had to have at least three years experience in the profession). It is based on assessment of performance; it is not an academic qualification, or a record of professional development courses attended. It is portable – it belongs to the person (it is not a job or position or classification specific to a school or employer). A professional certification system is not in itself a performance pay scheme, but it does aim to provide a service to the profession, to the public and to employing authorities seeking a credible basis on which to provide incentives for professional development and recognition to teachers who reach high standards. Most important, it acknowledges that the individual who gains this certification is demonstrably teaching at the highest levels in our profession.

The purpose of this umbrella review is to synthesise existing evidence on the effectiveness and implementation of peer support in substance use settings, providing insights into its benefits, challenges and implications for practice and research.

The preferred reporting items for systematic reviews and meta-analyses were used to guide an umbrella review. Three databases were searched: Academic Search Complete, Scopus and the Web of Science, supplemented with bibliography searches. Articles were included if they were peer reviewed in the English language from inception to 2024 and reported on peer support in substance use contexts. The Joanne Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Syntheses was used to assess the quality of the included reviews. Findings are reported using a narrative synthesis.

The search yielded 4,062 articles, of which 8 systematic reviews were included, encompassing 177 (N = 177) primary studies with a combined sample size of 38,659 (N = 38,659) participants. Peer support in substance use settings was linked to improved outcomes, including reduced substance use severity, enhanced treatment engagement and better social supports. Challenges identified included inconsistent training, role definitions and organisational barriers, such as stigmatising attitudes and limited structural support. Most reviews used a narrative synthesis to report results, with no meta-analyses. Critical appraisal categorised the reviews as 25% high quality, 25% moderate quality, 25% low quality and 25% critically low quality. The findings further highlighted the need for clearer implementation strategies, standardised training and recovery-oriented care models to optimise peer support effectiveness. In addition, the role of the randomised control trial as a method for evaluating peer support is considered.

This umbrella review uniquely synthesises evidence from diverse systematic reviews on peer support in substance use settings, highlighting the multidimensional benefits and challenges while addressing critical gaps in implementation strategies and methodological approaches. It offers a novel perspective on optimising peer roles within recovery-oriented care models.

Psychotherapy and clinical supervision outcomes are influenced by client and supervisee factors, one of which is cultural identity. Those with diverse racial and ethnic minoritised identities often experience disparities in therapy outcomes. Therapists and supervisors need to be responsive to the identity of those they support. The multicultural orientation (MCO) framework is an emerging concept in psychotherapy and clinical supervision that may offer these practitioners a framework to be responsive.

A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Six databases, PubMed, Scopus, Embase, Academic Search Complete, Web of Science and PsychInfo, were searched for peer-reviewed literature published in English between the years 2000 and 2023.

A total of 1,553 sources were identified, of which (n = 42) are included in this review. Findings suggest that MCO is still in its infancy as applied to therapy and clinical supervision. Most of the research has been conducted in America, using quantitative methodologies with white western populations. Cultural humility is the most studied MCO pillar, and variables such as reductions in psychological stress, the working alliance and microaggressions are reported on as outcomes. MCO applied to the group therapy process is an emerging finding of interest. However, more research is needed, especially experiential designs across different and diverse populations and contexts.

MCO is an emerging therapy and clinical supervision process that has the potential to improve the outcomes for therapy clients and supervisees. Further research is needed to replicate current studies, and further research with diverse populations, countries and contexts should be undertaken as a priority.

This article reviews the intercultural adaptability (IA) development models for students in South Korea and China in response to the growing internationalisation of higher education. The article provides significant implications for Confucian heritage culture (CHC) countries and others that wish to enhance in higher education.

This scoping review systematically investigates the literature on different IA development strategies for students in higher education across these two Asian countries.

South Korea has promoted the self-growth model reflected in internationalised programmes such as English as a Medium of Instruction (EMI), an international learning environment with an increasing number of international students and student exchange programmes. Through these initiatives, domestic students’ identity and intercultural learning dynamics are enriched in an intercultural learning environment. Meanwhile, China has adopted the “Outward-oriented” higher education internationalisation model to attract international students to study in Chinese universities and entice Chinese returnees through its International Talent Training Programmes. In this strategy, international students are exposed to Chinese language and cultural knowledge development programmes, and Chinese students are motivated to learn the English language and cultures through interactions with their international peers.

Student IA development models in CHC countries remain underexplored. This article responds to the need of higher education institutions in Asian countries that wish to access and learn from effective IA models from other CHC countries. The study makes a valuable contribution by putting forward significant recommendations for developing students’ IA in CHC countries.