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The purpose of this paper is to adopt a critical relational dialectics framework to identify and explore gender discursive struggles about social inclusion observed in an online gaming community, in South Africa.

The paper uses a technique called contrapuntal analysis to identify and explore competing discourses in over 200 messages on gender struggles about social inclusion posted in the local community’s gamer discussion board, based on seven threads initiated by women gamer activists.

The findings show how four interrelated gender discursive struggles about social inclusion and social exclusion animated the meanings of online gamer relations: dominance vs equality, stereotyping vs diversity, competitiveness vs cooperativeness and privilege vs empowerment.

Game designers should reinforce more accurate and positive stereotypes to cater for the rapidly growing female gamer segment joining the online gaming market and to develop a less chauvinistic and more diversely representative online gaming community. Enlightened gamers should exercise greater solidarity in fighting for gender equality in online gaming communities.

The critical relational dialectics analysis adopted in this study offers a promising avenue to understand and critique the discursive struggles that arise when online gamers from the different gender groups relate. The findings highlight the unequal discursive power and privilege of many white male gamers when discussing social inclusion. Advancing our understanding of these discursive struggles creates the possibilities for improving social inclusion in online gaming communities.

A key feature of human rights in health is access to safe, effective and affordable medicines. Pharmacovigilance is advocated for monitoring intended/unintended effects of medicines to assure their safety. The purpose of this paper is to synthesize knowledge about supply chain impediments to safe medicines in developing nations and contribute to future development of research in this field.

This paper conducts a structured literature review based on Preferred Reporting Items for the Systematic Reviews and Meta-Analyses guidelines. It aims at profiling supply chain impediments to safe medicines in developing nations by reviewing 46 recent pharmacovigilance-specific papers published between 2005 and 2020.

Analysis of reviewed articles identified criticality of supply chain impediments that affect constituents across pharmaceutical in developing nations, which still struggle to maintain robust national pharmacovigilance systems due to lack of awareness, policy and practices.

Research results can be applied by pharmaceutical industry decision-makers and drug safety professionals in developing nations. Because the review is qualitative in nature, its implication ought to be tested after actual implementation.

This review can help identify underinvestigated impediments and methods to aid in developing new pharmacovigilance knowledge areas in developing nation context.

The review uncovers gaps in global health equity dialogue in developing nations. It also recognizes that macrolevel supply chain impediments exist due to unfair disease burden and health inequities in developing nations.

The paper examines supply chain impediments to safe medicines in developing nations with insights for future pharmacovigilance research. Identifying and classifying supply chain impediments through this review is the first step toward creating effective interventions for these impediments to safe medicines.

This study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framework to map women educational leaders' experiences provided nuances in the dimensions within this region.

Using a qualitative research paradigm and a phenomenological approach, this study explored the experiences of 12 women principals in the Komenda Edina Eguafo Abrem District (KEEA) of the Central Region of Ghana. The phenomenological approach is represented in cultural and social experiences. It enables researchers to describe the meaning of individuals' experiences (Creswell, 2007). This approach helped the researchers describe the participants' perceptions and experiences as Ghanaian women school leaders. This study sought to answer the following research questions: What are the experiences of women principals in Ghanaian K-12 public schools? What challenges do these women encounter in their work as principals? What support exists for these women to effectively execute their leadership roles? A criterion sampling was used to select principals. Data collection included one-on-one in-depth interviews and field notes.

Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers' and community members' mindsets on women and leadership.

This study took place with 12 women within one district in one region of Ghana. While this is a limited sample, this study is significant because it increased one's understanding of how women leaders in patriarchal societies navigate cultural beliefs and norms in order to execute their responsibilities. This study informs educational reforms on gender equity and leadership preparation programmes and sheds light on culturally informed leadership practices unique to women.

Based on the study's findings, the researchers offer some recommendations for practitioners, policy makers and scholars.

Given the global call to promote equity in all aspects of social, economic and public life, the question is not whether we should support women educational leaders but rather how we can better support these professionals navigate cultural norms embedded in patriarchal and traditional societies.

Currently, majority of scholarly articles written on the experiences of women educational leaders come from South Africa (Diko, 2014; Mestry and Schmidt, 2012; Moorosi, 2010). In Ghana, quantitative studies have focused on factors accounting for gender disparity in education leadership in specific districts (Segkulu and Gyimah, 2016) and stereotypical perceptions of women principals (Pwadura, 2016). However, there are a limited number of qualitative studies that explore the experiences of women principals. This study is designed to fill this knowledge gap by employing a qualitative design to explore the experiences of 12 women school principals located in the KEEA municipality in the Central Region of Ghana. Thus, the gap in knowledge that this study seeks to bridge is both methodological – in terms of the use of a qualitative approach – and topical – in terms of exploring the experiences of female principals.