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The purpose of this study is to focus on the difference between perceptions of single and married international students. Four aspects are discussed to explain this issue: comfort level of international students in a host environment, their cultural representation, language competence/barrier and major challenges related to the host community. Then their attachment process was discussed.

The study deployed a qualitative research methodology with purposeful sampling to gain a closer insight into the trails, experiences, feelings and perceptions of international students.

The findings in this qualitative research underscore the importance of the individual’s will to adjust to the host society, at the same time to preserve the valuable sense of ethnic and personal identity for each foreign student. The focus group interviews reveal that domestic students, are not necessarily hostile towards international students, but simply do not know how to approach them without intruding in and violating the privacy and cultural norms of international students.

This qualitative study had only eight participants, which may hinder generalizability of findings. Future studies with survey methods to look into international students’ perceptions can be supplementary to the authors’ study.

Quantitative studies with a significant number of international students’ perceptions rather than standardized scores or administrative records can provide an important layer in the literature body. This way, future research can unpack individual differences regarding social alienation with more nuances.

The research does not generalize the students’ experiences by classifying them into ethnic groups or representatives. However, it could be informative to look into same country population reflections, too.

This study is focused on the students’ marital status seeking to understand a pattern that may differentiate the sociocultural acclamation or alienation processes, exploring their socializations within academic (e.g. classmates and professors) or nonacademic contexts (e.g. on or off-campus social/affinity groups), racial–ethnic sensitivity and perceived pressure and stereotypes among foreign students.

Objective – to assess the reasons behind the widespread use of X‐ray in the management of nasal trauma despite the fact that it has no useful purpose, comparing the responses of doctors in Accident and Emergency (A&E) departments between the District General Hospitals (DGH) and the Teaching Hospitals. Method – a multiple‐choice questionnaire was sent to all doctors in Accidents and Emergency departments in the North‐West Region of England. Result – 212 questionnaires were sent out and 159 were returned. Amongst the 92 (57.9 per cent) doctors who use nasal radiographs, the overall most common reason is medico‐legal in 48 (52.1 per cent). A high proportion of DGH doctors use radiographs for diagnostic purposes and 35 (28.9 per cent) will refer patients based on X‐ray demonstration of nasal bone fracture. Other stated reasons included detection of unsuspected facial fracture, diagnosis of compound nasal fracture and foreign body detection. Conclusion – doctors need to be better informed that nasal radiography has no useful value. A clear clinical guideline should be set up nationwide to protect patients from unnecessary exposure to radiation. This will also save the time of the doctors, radiographers and patients. It will prevent inappropriate referrals. Money and other resources will therefore be better utilized.

The purpose of this study is (1) to confirm the relationship between the two dimensions of social desirability (pretending and denying), self-reported stress and health reports in police officers and (2) to assess whether dysfunctions in basal cortisol profiles are related to social desirability.

Social desirability is known to influence how individuals respond to sensitive topics, such as questions concerning health in the workplace, and has usually been defined according to two dimensions: pretending and denying. However, it is not known whether social desirability is only a bias in responding to health surveys or a more general attitude of denying problems and pretending to be stronger than one is in the everyday life. If the latter is true, social desirability may have important health implications, and underlying mechanisms must be described. In total, 77 police officers completed questionnaires measuring social desirability (denying and pretending), perceived stress as well as mental and somatic health symptoms. They were further instructed to collect saliva samples for cortisol concentrations assays.

These preliminary results showed that denying was negatively related to the report of stress and health symptoms. Furthermore, police officers higher in pretending showed a flatter diurnal cortisol slope.

The correlation between dysregulation of the hypothalmic-pituitary-adrenal (HPA) axis, as expressed by a flatter cortisol slope, and a higher score in the pretending subscale suggests that looking for social approval by inflating one's capacities is related to chronic work-related stress, making the individual more vulnerable to stress-related disease.

To study the potential health-relevant consequences and underlying mechanisms of social desirability bias related to police culture by including stress biomarkers.

This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.

The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.

The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.

This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.

The purpose of this paper is to provide background on the US living wage movement, with particular attention to recent victories, and also the ways in which the US movement differs from living wage movements in other countries. It begins with some technical distinctions of terms, then analyzes the campaigns and movement for higher wages, and considers some of the challenges the campaigns have faced. It will conclude with some discussion about the future of the movement.

This is a general review of living wage campaigns in the USA. This is based on a review of existing literature and the author’s own prior research and participant observation.

The author argues that the initial living wage movement that began in the early 1990s was limited in scope but successful in building coalitions and political power to launch a much more expansive movement to raise wages in 2012.

This paper is a general summary of the last 20 years of living wage campaigns. It does not include new research.

This study examined and traced the relationship between, and the influence of, the official standards documents of the Commonwealth of Virginia, and the related day-to-day lesson planning and implementation of a pair of co-teachers. Using a case study methodology alongside a conventional content analysis we traced the processes of how these policy texts (the Standards of Learning [SOLs] for World History) were connected to and activated within the daily routines of these teachers who taught struggling students in a high-stakes testing context. The findings illustrated how the policy texts and discursive practices emerging from the State’s SOLs constituted a level of pedagogical governance that saw these teachers organize instruction clearly designed to support student recall on the end of year multiple choice test. Our work recognized the power of policy texts as they interact with teachers. The significance of unpacking policy documents in order to examine issues of power, symmetry and potential areas of negotiation in the planning and implementation of instruction for teacher educators is discussed.

Worker perceptions of their emotional response to a supervisor, during an incident identified as of critical significance, are described and analyzed in this study. We invited 14 participants, aged from 39 to 56 years to share their stories with us in semi-structured interviews. The organizations represented by the workers’ stories included private business government and educational institutions. A grounded-theory approach was adopted to allow key themes to emerge (Locke, 1996). We encouraged participants to allow “buried perspectives” (Hochschild, 1983) to surface: as they interpreted the relational effects of “what happened” in retrospective sense making. As they explored their perceptions of these interactions, participants revealed the complex and disturbing array of emotions and frustrations that lay beneath the veneer of rationality and control they chose to present during the incident. Felt emotions, whether expressed, repressed or edited, were overwhelmingly negative; and awareness of power issues emerged as a key driver in the “feeling rules” (Hochschild, 1983) workers perceived as needing to be observed. Worker tension was seen to be exacerbated by adherence to these rules because “the rules” conflicted with their own personal values and beliefs. Emotional dissonance resulted from this. The role of the organizational community within which workers coped with their experience, and subsequent emotional response, was also explored.

The authors aimed to identify the nature of customer harassment against lesbian, gay, bisexual, transgender, and queer (LGBTQ) workers.

The authors analyzed data from in-depth interviews with 30 LGBTQ service workers in the United States who had recently experienced customer harassment.

Among various forms of customer harassment LGBTQ workers reported, some showed commonalities with previously reported cases of race-based and gender-based customer harassment. However, other cases highlighted unique aspects of LGBTQ-based customer harassment—customers morally condemned their LGBTQ identities, refused their service while displaying emotional disgust, and made sexual advances while imposing sexual stereotypes and fantasies about LGBTQ people. Experiences of customer harassment varied across subgroups of workers who had specific sexual and gender identities, and LGBTQ workers of color were harassed for their LGBTQ and racial identities simultaneously.

Past research on group-based customer harassment has focused on incidents against straight, cisgender women and workers of workers of color, but the present study identified the nature of customer harassment that targeted workers' LGBTQ status.

We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development. Drawing from their metaphor of the muskeg, we write about ways in which notions of teacher knowledge intersect with prior personal and professional experiences across time, place, and social interaction. Clarke and Hutchinson write about ways in which identities that they view as having developed at the edges of their communities have contributed to shaping their sense of professional and personal identity in profound ways. They examine the potential impact of these experiences in: shaping their research and the building of research relationships with their participants using a narrative inquiry approach; and developing ways in which the use of poetic expression and word images enriched their understanding of the development of teacher identity and knowledge and informed their curriculum making. A chapter written by their dissertation supervisor offers further insight into ways in which their use of a narrative inquiry approach shaped their research work and writing, and offered a unique glimpse into their research phenomenon. We position this work in relation to existing research in the area of teacher knowledge and highlight ways in which this work contributes to knowledge in the area, as well as contributing to ideas about how narrative inquiry methodology has informed the examination of their research phenomenon.