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The rising number of food recalls has raised concerns about complexity, globalization and weak governance in the food supply chain. This paper aims to investigate the recall of plant-based products with data from the US Food and Drug Administration.

Introducing the structural topic modeling method allowed us to test theories on recall in the context of sustainable food consumption, enhancing the understanding of food recall processes. This approach helps identify latent topics of product recalls and their interwoven relationships with various stakeholders.

The results answer a standing research call for empirical investigation in a nascent food industry to identify stakeholders’ engagements for food safety crisis management for corporate social responsibility practices. This finding provides novel insights on managing threats to food safety at an industry level to extend existing antecedents and consequences of product recall at a micro level.

For practitioners, this empirical finding may provide insights into stakeholder management and develop evidence-based strategies to prevent threats to food safety. For public policymakers, this analysis may help identify patterns of recalls and assist guidelines and alarm systems (e.g. EU’s Rapid Alert System for Food and Feed) on threats in the food supply chain.

Two detected clusters, such as opportunisms of market actors in the plant-based food system and food culture, from the analysis help understand corporate social responsibility and food safety in the plant-based food industry.

This study aims to explore families that travel with children, as focuses on vulnerabilities, resource constraints and service exclusion through the lens of transformative service research (TSR). This paper investigates: how the experienced vulnerability of these families is shaped by structural, interpersonal and intrapersonal constraints, and how the constraints influence the family tourist-resource interaction in the air travel service encounter.

In total, 2,855 reviews of the family tourists with children were analyzed with text mining, t-test and multidimensional scaling using the interpretive language R to answer the research questions with analyses on unstructured (e.g. text) and structured (e.g. consumer rating) data.

The findings of the empirical investigation answered how experienced vulnerability is shaped by structural, interpersonal and intrapersonal resource constraints and the types of family tourist-resource interaction in the travel service encounter to understand the resource constraints. The findings of this paper help examine family tourism experiences from a value formation perspective to unfold how stakeholders interact to form value while increasing and decreasing their well-being by the value of co-creation and co-destruction.

This research helps advance the TSR’s service inclusion framework by enabling opportunities, offering choice, relieving suffering and fostering happiness with empirical findings in travel service encounters. These findings are particularly insightful to family tourists with children struggling with unfair access and treatment in aeromobility service encounters, which may help enhance the well-being of individuals and communities.

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.

The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.

The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.

Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

Through the present study, the authors investigate whether online practicum in teaching, with fellow teacher-candidates acting as students, can be effective and whether the teacher-candidates actually developed skills useful for their future teachings, through this form of practicum, which is necessary when, out of necessity, like in the case of the COVID-19 pandemic, there is no other option for universities.

The method selected was qualitative research through in-depth interviews, since the present research question and the research topic in general have not been examined in the past. The authors gathered 45 teacher-candidates' journals on this experience, and, then, they interviewed them through semi-structured interviews.

The findings indicated that the teacher-candidates got acquainted with new technologies in education to a great extent. Moreover, they developed skills that will be proven useful for their future teachings, like adaptability, flexibility and handling of students' interaction in online settings.

The present case study consists of a paradigm of international value, since it fills in a gap in literature on an online alternative of practicum in teaching in cases of crisis, like the COVID-19 pandemic. Valuable insights are gained for researchers, practitioners and policymakers and best-practices for online teaching practicum have derived for future use.

In a very personal reflection, this paper aims to trace the academic trajectory of a female marketing academic in a very male-dominated discipline. It also highlights the struggle balancing work and family, as well as protecting an immigrant identity in a foreign culture.

Given the period and unique conditions of the author’s academic journey, this highly personal retrospective account is based on recall of significant events that have shaped my singular experience. It attempts to capture the experience of an immigrant female novice navigating not only a foreign culture but also a very male-dominant discipline.

While times have changed and gender barriers are lower today, challenges remain. In addition, the set of choices faced by women with partners in the same discipline differ significantly and complicate the family-work balance decisions. There is no one set of path that can be followed.

While there is a professional cost to deviating from the mainstream, pursuing alternatives to the dominant topics is vital to advancing the health and relevance of the marketing discipline. The relationships between marketing and development have been an important topic for me; however, these macromarketing topics continue to be neglected. Given the current socio-economic-political conditions globally, perhaps future marketing scholars will devote greater attention to these topics.

This is purely the author’s personal reflection of a journey that began accidentally. It also occurred in the 1970s when women were rare in the business world, particularly business academia. It offers a retrospective comparison to male peers who, aside from their individual talents and history (Belk, 2017; Firat, 2014; Holbrook, 2017), were achieving their professional goals at a similar period. It also provides some historical context that can be compared to experiences of other female pioneers in marketing academia and marketing practice (Bolton, 2017; Tadajewski and Maclaran, 2013; Zeithaml, 2017).

This paper aims to examine the relationship among guests’ lodging recovery experience, work-related rumination, guest satisfaction and well-being, within the context of hotels and bed and breakfasts (B&Bs).

The sample included 823 Taiwanese full-time workers. The proposed relationships were tested using partial least square structural equation modeling, and the moderating effects of accommodation types were tested using multi-group analysis.

The research findings indicate that staying at a hotel or B&B provides a respite from work and reduces negative, repetitive thoughts about work issues (work-related rumination). These recovery effects then contribute to customer satisfaction and hedonic and eudaimonic well-being.

The findings indicate that practitioners need to develop products that could reduce customers’ negative emotional attachments to work and enhance the well-being of customers in a stressful society, which could ultimately contribute to promoting the public health of full-time workers.

To the best of the authors’ knowledge, this study is the first to examine the stress-recovery aspect of lodging experiences and their impacts on customer satisfaction and well-being. Further insights are demonstrated with the inclusion of work-related rumination.

The paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning experiences.

A mixed-methods design was conducted to examine the effectiveness of vocabulary learning with clay modeling practices in lower socioeconomic status schools.

Although test results showed no statistically significant differences between the groups, the clay modeling group did improve vocabulary acquisition similar to the sentence writing group. The students were actively engaged with hands-on activities using the clay and also demonstrated positive emotional, behavioral and physical experiences.

The addition of the clay modeling provided an opportunity for kinesthetic learning but created a high extraneous cognitive load with the challenges incurred through the use of clay.

The challenges can be reduced by 1) adopting appropriate instructional strategies to design and implement effective clay modeling activities for students and teachers, 2) providing training or professional workshop development for teachers and 3) ongoing practical support and assistance for students.

Exploring the use of kinesthetic instructional practice at the high school level may prove beneficial since clay modeling is frequently used effectively at lower grade levels.

The current study explores the added value of clay modeling for high school students’ biology vocabulary learning in a lower socioeconomic status school from practical and pedagogical perspectives.

Students with an intellectual disability historically faced exclusion in both schools and in their communities. Through court cases, legislation, and parental advocacy, students with an intellectual disability were awarded the right to an education, and under the Individuals with Disabilities Education Act, an education in the least restrictive environment. This chapter explores the historical and current state of inclusion for students with an intellectual disability as well as the current and historical research base regarding inclusive educational placements for students with an intellectual disability. The chapter concludes with a discussion of the future of inclusive education for students with an intellectual disability.

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.