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This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.

This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.

Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.

This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.

This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Unassisted childbirth, also known as “freebirth,” is when a person intentionally gives birth at home with no professional birth attendant. The limited research on unassisted birth in the United States focuses on women’s reasons for making this choice. Studies suggest women are committed to birthing without a professional and that this choice is rooted in religious or natural-family belief systems. These studies do not adequately account for the ways a framework of “choice” obscures the role structural barriers play in decision-making processes. International research on unassisted childbirth finds that it is not always a first choice and may be a last resort for women who have had negative experiences with maternity care. More research on unassisted birth in the United States is needed to better understand if people face similar structural barriers. In this paper I examine how structural limitations of the US healthcare system intersect with values in decision-making processes about childbirth. Drawing on in-depth interviews with nine women who gave birth unassisted in the United States, I examine the women’s shared ideological commitments, negative experiences with health care, and barriers faced seeking care. I discovered that unassisted birth may not be a first, or even positive choice, but rather a compromise informed by ideological commitments and constrained choices. Structural barriers in the US healthcare system prevented women from having a professional birth attendant who they felt was acceptable, available, and accessible. I conclude by discussing the implications of these findings for debates about birth justice and health policy.

Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the relationship between the skill sets of emotional intelligence (Developing Your Emotional Intelligence) and the dispositions of critical thinking (EMI). The researchers identified positive relationships ranging in magnitude from low to substantial. The overall skills associated with emotional intelligence showed positive moderate relationships with cognitive maturity, engagement, and innovativeness. In considering EMI critical thinking disposition scores and emotional intelligence, the relationship was substantially positive. The conclusions and recommendations encourage educators to take advantage of this relationship by providing students with experiences which elicit their emotional intelligence. In so doing there is opportunity to strengthen their disposition toward critical thinking.

The purpose of this systematic review is to evaluate the extant literature on depression and anxiety disorders in police using a multinational data set to determine whether the prevalence of these trauma-related disorders (TRMDs) is elevated in comparison to the general population.

Systematic review was employed in combination with best-evidence narrative synthesis to evaluate these hypotheses.

Despite wide variability in prevalence outcomes across the literature, strong evidence supports the hypothesis that the prevalence of depression is elevated in police, whereas moderate evidence supports the same hypothesis regarding anxiety. Preliminary evaluation of commonly examined predictive factors for each disorder demonstrated weak and inconsistent associations between these TRMDs and sociodemographic factors. No studies evaluated the relationship between incident-related factors (e.g. severity or frequency of exposure) and TRMDs, thus, at present, the literature on police is almost entirely unable to address the question of whether the prevalence of these disorders in police is influenced by exposure to work-related trauma.

The findings highlight a critical need for future work to address incident-related factors in predicting symptoms of depression and anxiety in police samples to determine whether these disorders bear a unique relationship to work-related traumatic exposure. Such work will significantly benefit the design and implementation of successful prevention and intervention strategies in the workplace.

The present review provides a comprehensive synthesis of a highly variable literature, highlighting critical gaps in our current knowledge of TRMDs in police and suggesting numerous avenues for future study.

Increased demand, limited resources, knowledge gaps, and seemingly less time to produce results are the challenges facing researchers and others in higher education today. Working together across disciplines is almost a requirement to stay afloat in the competitive arena most principal investigators are finding themselves in. This study sought to synthesize existing research on leadership behaviors of these investigators in the agricultural discipline. The sections specifically addressed include team science, discipline structure, boundary work, challenges of interdisciplinary research, the direction of research, and leadership in interdisciplinary teams. After analyzing 32 articles, researchers determined that research should continue to investigate the role of leadership behaviors in primary investigators to continue to improve effectiveness.

The Pathways Commission on Accounting Higher Education Report (2012) recommends turning the accounting profession into a learned profession through the purposeful integration of accounting research, education and practice. This paper develops an approach to identifying and quantifying the specific dimensions of the gap between the accounting academic and practice communities, thereby contributing to moving the accounting profession to a learned profession. For this we focus on audit research, because the discussion of the perceived gap between audit research and audit practice is extensive; yet no one has actually quantified that gap to date. While researchers have classified and quantified audit research, no one has done likewise for publications issued by the practice community. We choose the 38 distinct recommendations in the Advisory Committee on the Auditing Profession (ACAP) Final Report as an initial benchmark. We compare those recommendations to the 16 audit research themes from Lesage and Wechtler (2012) and to the publications spanning 33 years of audit research posted on the American Accounting Association website. Eight Lesage and Wechtler themes, comprising 50% of the themes, were not explicitly included in any ACAP distinct recommendation. Conversely, seven distinct recommendations had zero direct matches in the audit literature. This gap suggests future research opportunities in terms of exploring underrepresented topics and, maybe more importantly, the reasons why some topics are underrepresented.

The purpose of this study was to begin exploring the nature of leadership behavior and style, as it relates to team functionality. The extent to which the problems we face grow and become more complex; solutions require multiple perspectives, requiring researchers to be prepared to lead large groups of collaborators from a variety of disciplines. This study sought to explore the self-perceptions of principal investigators related to their leadership style and team functionality. Using the Multifactor Leadership Questionnaire developed by Bass and Avolio (1995) and Lencioni's Team Assessment (2002), it was found that transformational leadership was self-perceived to be used the most in contrast to transactional leadership behaviors. With respect to team functionality, absence of trust and inattention to results showed the greatest concern to principal investigators, yet fear of conflict did not.

There is a growing body of research into the utilisation of social networking sites (SNS) by alcohol marketers, but less research into how young people utilise SNS to create their own meanings of, and interactions with, alcohol. The purpose of this study was to explore young adults’ perceptions of the nexus between alcohol and SNS.

In total, 60 adults aged 18-21 years took part in an intensive data collection process over six months. All references to social media in the interviews, focus groups and written introspections were compiled and analysed.

Results showed social media use stimulates alcohol consumption and alcohol consumption stimulates social media use. Four main themes emerged: social engagement, identity, drinking culture and distancing. Participants reported being constantly exposed to, and often influenced by, images of their peers enjoying themselves while consuming alcohol, with little representation of negative outcomes.

The relationship between SNS, social norms and drinking behaviours is complex; there is a need for further research into the dynamics of this relationship to inform social marketing interventions.

While there is a body of research into commercial references to alcohol on SNS, there is less research into the ways young people utilise SNS to create their own meanings of, and interactions with, alcohol. The consumer research that has been conducted to date has focused on quantifying references to alcohol and drinking behaviours, observing profiles or surveying users. This study addresses a key gap in the literature that is needed to inform social marketing interventions to reduce excessive alcohol consumption: when, why and how do young people post about alcohol.

This study aims to investigate patterns in adolescent gun access and household gun storage in 2021 and 2022.

Data were collected from two cross-sectional surveys of Pennsylvania parents with a teenage child at home.

The results indicated that about 20% of gun owners in each survey stored their guns loaded; a similar percentage stored their guns unlocked. Very few gun owners reported that their children could access their guns without adult supervision. This study found no change in gun storage practices between 2021 and 2022, but higher rates of gun ownership in 2022. The factors associated with gun storage behaviors did change between the two time points. COVID-related uncertainties and transitions in the household were linked to gun ownership and less safe storage practices in 2021, but not in 2022.

This study identified factors associated with teen gun access at distinct points during the pandemic. This study found little evidence of any association between child mental health and household firearm storage.