Since the mid-1990s, economists have promoted the economic valuation of nature as a key resource for effective land-use and environmental policy actions. Critical scholars, however, argue that valuation facilitates new forms of commodification and financialization of nature that ultimately hurt ecosystems and communities. What is less studied is how environmental states have strategically institutionalized economic valuation in regulatory frameworks and to what end. Integrating political economy and science and technology studies (STS), this paper examines the use of economic valuation of nature in Indian forest governance, asking how and why the state enlists economists to price nature. States are not merely influenced by economics but also strategically mould economic concepts, professional communities, and the credibility of economics as a policy-relevant discipline. Further, I argue that the ability of economists to hold policymakers to account for their use and deployment of economic claims is both derived and constrained by the resources and policy access enjoyed by economists. Overall, as references to economic valuation proliferate, how states leverage the credibility of economic reasoning to navigate their legitimation crisis is key to understanding the scope and extent to which valuation is a step toward economizing nature.

In multilingual nursing education, English-medium practices often dominate teaching, assessment and documentation, positioning students' home languages as informal or inappropriate for legitimate academic participation. This qualitative, descriptive, exploratory and contextual study investigates how nurse educators conceptualise the role of students' home languages in teaching and assessment, and what these conceptualisations disclose about language ideologies, recognition and the politics of voice in professional formation. Across five focus groups with 44 nurse educators, participants framed home language as a pathway to epistemic access, enabling comprehension, conceptual clarity and participation when English constrained expression. They also described multilingual responsiveness as a practice of dignity and cultural recognition, in which respectful communication and non-humiliating feedback enact humanising pedagogy. At the same time, educators highlighted structural tensions in which English operates as a gatekeeping regime in assessment and professional communication, producing moments where students 'know' content yet struggle to demonstrate competence in sanctioned discourse. Communication was further expanded beyond linguistic proficiency to include cultural nuance, nonverbal meaning and relational conduct, linking language to clinical readiness and patient care. The article argues for structured multilingual pedagogies and language-aware assessment that maintain standards while widening voice, belonging and equitable participation.

Could the overarching tasks in the Glasgow Consensus Statement change teaching and practice?

Profiling growth mindsets of teachers and schools: The role of professional learning communities in early childhood education

In this study, we aimed to characterize differences in additional risk minimization measures within the risk management plan for medicinal products approved in both the European Union and Japan. We examined the proportion requiring additional risk minimization measures, types implemented, and content of the related educational materials. Products approved in both regions as of December 2023 were identified. Safety concerns, additional risk minimization measures, and educational materials for healthcare professionals and patients were retrieved and analyzed for each product. We compared the number and proportion of safety concerns covered by additional risk minimization measures, as well as the volume of educational materials, between the two regions. Among 259 products, additional risk minimization measures were present in 33.2% of European Union products and 73.0% of Japanese products. Direct healthcare professional communications were observed only in the European Union, whereas early post-marketing phase vigilance was characteristic of Japan. Controlled access programs were similarly implemented but rarely overlapped. Japanese educational materials covered a greater number of safety concerns and were generally more extensive, whereas European Union materials tended to be more targeted and concise. Japan applies additional risk minimization measures more broadly and gathers information into one material, whereas the European Union emphasizes selective, purpose-specific risk minimization. These differences reflect the distinct regulatory frameworks and healthcare environments. Optimizing additional risk-minimization strategies in Japan may enhance risk mitigation and resource efficiency.

We estimated national metamizole utilisation as defined daily doses (DDD; WHO DDD 3 g/day) for 2014-2023, derived from aggregated national sales data; individual case safety reports (ICSR) of metamizole-induced agranulocytosis were retrieved from VigiBase (the WHO global safety database) for 2014-2024. Outputs included annual counts, fatal proportion and utilisation-normalised reporting (metamizole-induced agranulocytosis per million DDD); analyses were primarily descriptive. Utilisation increased by ~79% during the analysed period with a formulation mix of 95.7% oral, 4.2% ampoules, 0.1% suppositories. Metamizole-induced agranulocytosis reports rose from 13 (2014) to 57 (2024), with year-to-year variability; the fatal proportion declined from 13.5% (2014-2018; 17/126) to 5.8% (2019-2023; 13/224) and 1.8% in 2024 (1/57). Utilisation-normalised reporting increased from 1.42 to 3.29 per million DDD (total), while fatal reports remained low and trended downward (mean 0.249 per million DDD, 2014-2023). Among Swiss fatal cases, methotrexate was co-reported as a concomitant drug in 39.5% (15/38) (extended fatal set 2011-2025; fatal ICSRs irrespective of onset year). Switzerland contributes a disproportionately high absolute number of cumulative metamizole-induced agranulocytosis reports. EMA and Swissmedic implemented strengthened warnings; Swissmedic additionally required a red-framed outer carton statement, clarified indications (second-line severe pain; refractory high fever) and advised avoiding concomitant methotrexate; a Direct Healthcare Professional Communication was issued. Regulatory assessments by EMA and Swissmedic concluded that the benefits of metamizole continue to outweigh the risks, provided the drug is used appropriately, action is taken promptly at first symptoms and concomitant methotrexate is avoided. However, the number of reported cases of agranulocytosis underscores the known risk in the context of widespread use. Spontaneous reports reflect reporting intensity, not incidence; ongoing monitoring of risk-minimisation effectiveness is warranted.

ABSTRACT This study examines the motivational factors that influence accounting faculty’s engagement with professional practice in Turkiye, drawing on Self-Determination Theory (SDT) as the theoretical framework. Despite sustained international interest in the academic–practice gap in accounting education, the motivational dynamics that drive individual faculty to maintain or disengage from professional links remain underexplored. Semi-structured interviews were conducted with 18 accounting faculty members drawn from six Turkish universities representing contrasting institutional types. Thematic analysis reveals that both intrinsic motivators and extrinsic motivators shape engagement decisions. The satisfaction of SDT's three basic psychological needs, autonomy, competence, and relatedness, distinguishes sustained, high-quality engagement from peripheral involvement, with a notable dual dynamic emerging in relatedness whereby practice engagement simultaneously connects faculty to professional communities while risking their distancing from academic peers. Structural barriers, particularly the overriding emphasis on publication metrics in promotion criteria, consistently undermine engagement regardless of individual motivation. This study contributes to theory by extending SDT to faculty professional practice engagement and identifying the internalisation trajectory as a mechanism for developing autonomous motivation. Practically, findings offer evidence-based guidance for administrators, faculty, and professional bodies seeking to align institutional conditions with the motivational needs that sustain meaningful academic–practice integration.

ABSTRACT Viewing content moderation as an infrastructure, this article uses data from interviews with 17 content moderators to argue that technical and professional communication (TPC) scholars and practitioners can use normative ethics, such as an ethics of care, as a starting place to study compliance documents and can help us move beyond critique to understand how decision-making processes are participating in ethical maintenance affected by the infrastructural freedom on various sites.

ABSTRACT As the global apparel industry navigates increasing sourcing complexity, digital transformation, and evolving tariff structures, apparel firms are under growing pressure to recruit managerial talent capable of coordinating cross-functional operations and global supply chain demands. Against this backdrop, this study investigates employer expectations for managerial roles in Bangladesh’s apparel industry, the world’s second-largest exporter of ready-made garments. Drawing on Kunz’s (1995) Behavioural Theory of Apparel Firms, this study analysed 508 managerial job advertisements using content analysis, point-biserial correlation, and one-way ANOVA. Findings show that professional experience, communication skills, and digital proficiency are consistently prioritised across managerial categories, while technical educational degrees are not significantly associated with broader job responsibilities. Significant differences also emerged across job categories, with finance, marketing, and executive management roles exhibiting greater breadth of responsibilities than merchandising and operations. The study offers implications for recruitment, workforce development, and curriculum alignment in export-oriented and globally integrated apparel industries.

ABSTRACT We examined Professional Learning Communities in university settings and their association with teacher job satisfaction. The findings revealed that Professional Learning-Academic Communities (PLACs), 1) were negatively associated with job burnout and positively contributed to job satisfaction, and 2) served dual roles that aligned with the Job Demands-Resources model. These results suggest that PLACs can be considered valuable for promoting teachers’ job satisfaction.

Indonesia has made substantial progress in reducing maternal mortality, with the Maternal Mortality Ratio (MMR) declining from 446 per 100,000 live births in 1990 to 305 per 100,000 live births in 2015 [1]. Nevertheless, further improvements in the quality of maternal healthcare are needed. This study sought to investigate the experiences of Balinese mothers and their perceptions regarding care during pregnancy and childbirth. We used a qualitative descriptive study design with in-depth semi-structured interviews to explore experiences of Balinese mothers and their perceptions of the perinatal care they received during pregnancy and childbirth. Nineteen Balinese women who had given birth in Bali were recruited for the study. Data were collected from August 2017 to January 2018 in Badung Regency, Gianyar Regency, Karangasem Regency and Denpasar City in Bali Province and were analysed using the qualitative content analysis method. The analysis revealed one core category, "Mothers' preferences and aspirations for childbirth," and four major categories that characterize Balinese mothers' experiences. The core category highlighted the importance of acknowledging women's wishes in shaping positive birth experiences; mothers felt supported and confident when respected. The four major categories were: desire for a convenient and comfortable birth environment, support from community midwives, dissatisfaction with hospital care, and the stages leading to childbirth. Balinese women typically choose hospitals for delivery due to the availability of superior facilities, yet they frequently reported dissatisfaction with the attitudes and communication of health professionals. Furthermore, a significant lack of maternal knowledge and empowerment was observed, with many women tending to passively accept medical recommendations. Although mothers preferred hospitals for safety, many reported dissatisfaction with poor communication and negative attitudes from health professionals. Strengthening respectful communication, supporting shared decision-making, and expanding midwife-led, culturally sensitive care may enhance maternal satisfaction and birth experiences.

ABSTRACT The increasing complexity of health care has highlighted the need for interprofessional education (IPE) to foster collaborative practice among health professionals. The Attitudes Toward Health Care Teams Scale (ATHCTS) is a widely recognized tool for assessing attitudes toward teamwork, with a modified 14-item version (modified ATHCTS) adapted for broader use. This study aimed to evaluate the validity and reliability of the modified ATHCTS translated into the native languages of four countries – Japan, Thailand, Indonesia, and Mongolia – to determine its applicability in diverse cultural and educational settings. The study participants were 1,705 students from various health disciplines. Confirmatory factor analyses supported the scale’s construct validity, revealing a two-factor structure (“Team Value” and “Team Efficiency”) in most contexts, although factor structure of the factor “Team Value” varied by country. These differences suggest that cultural and educational contexts, particularly clinical exposure, might influence how students conceptualize professional identity and team communication. Although the modified ATHCTS is a valid universal tool, researchers should apply country-specific factor structures to ensure accurate assessment and tailor IPE curricula to local professional identity formation needs.

Increasing prebunking effectiveness to aid disinformation-susceptible publics in overcoming vaccine-related disinformation.

Digital surgery technologies, including robotic systems, artificial intelligence (AI) algorithms, augmented reality platforms, and advanced data analytics, are rapidly transforming surgical practice. While these technologies hold tremendous potential to improve patient outcomes, they introduce unique regulatory challenges that current frameworks are not fully equipped to address. This white paper from the SAGES Surgical Data Science Committee characterizes the regulatory challenges specific to digital surgery technologies and proposes general regulatory principles designed to balance patient safety with efficient delivery of beneficial innovations. We identify key regulatory gaps across three categories of digital surgery technologies, including enhanced instrumentation and robotics, advanced visualization systems, and AI data analytics and capture. Unlike diagnostic tools, these technologies guide real-time, irreversible actions where errors can cause immediate and permanent patient harm. Critical challenges include the lack of clinically meaningful performance metrics, ambiguous liability across hardware and software stakeholders, performance drift in adaptive algorithms, algorithmic bias, data governance concerns, and insufficient cybersecurity standards for intraoperative systems. To address these gaps, we propose a three-tier risk-stratified classification framework aligned with existing FDA pathways, guidance on predetermined change control plans for adaptive technologies, recommendations for performance metrics that balance technical and clinical evaluation, established evaluation frameworks such as IDEAL and stage-specific reporting guidelines to structure development and assessment, a defined role for professional societies and collaborative communities in shaping clinically relevant standards, and evidence requirements reflecting the procedural context of these tools. Regulation of digital surgery must balance innovation with safety, recognizing that both excessive and insufficient oversight can harm patients. Traditional metrics and trial designs are insufficient, as evaluation must be anchored in clinically meaningful outcomes, ongoing surveillance, and real-world validation. The framework presented provides a foundation for achieving this balance through risk-proportionate, evidence-based regulatory approaches.

ABSTRACT Internationally operating professionals require linguacultural competence, namely the ability to communicate effectively with people from multiple linguistic and cultural backgrounds. One of the pedagogical challenges of developing learners’ linguacultural competence is how to assess it. To address this issue, a novel linguacultural competence (LCC) framework was developed to underpin the creation of two assessment tools used in an instructional program. The instruments – a self-report questionnaire and an analytic rubric for email writing tasks – were designed to assess two specific linguacultural competencies in the LCC framework: the ability to express one’s home culture and understanding how religion affects professional communication. This article reports the development and validation of these instruments according to an adapted version of the argument-based validation framework for English for professional purposes (ABV-LAPP). The data provided convincing validity evidence for the questionnaire and the rubric, despite some potential rebuttals. These results offer insight into the obstacles involved in developing novel assessments for this new construct and provide a direction for how these assessments can be revised, improved, and implemented in future studies.

Patient experience maps are valuable tools for raising awareness of the patient journey, identifying resource gaps, enhancing access to essential services, and ultimately improving patient outcomes. Here, we describe the development of a metabolic dysfunction–associated steatohepatitis (MASH) patient journey map and its refinement through collaboration with a group comprising eight patient advocates and one person living with MASH, collectively known as the MASH Patient Organizations Who Enable Results (POWER) Council. The patient journey map aimed to identify challenges and unmet needs for people with MASH and to understand the specific experiences of various patient subpopulations. We identified gaps in symptom management, patient–healthcare professional communication, timely diagnoses, access to care, coordination between specialists, and understanding of the impact of MASH on patients’ and caregivers’ daily lives. These gaps were further compounded in those with severe MASH, particularly Hispanic/Latino populations. These findings highlight the challenges and unmet needs faced by people living with MASH and their caregivers.

Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) is a complex, disabling condition with limited evidence-based treatment options. Self-management support is recommended to improve people's coping and quality of life, yet little is known about whether the provided self-management support meet individuals with ME/CFS and their next of kins needs. The aim of this study was to explore the self-management support needs of individuals with ME/CFS and their next of kin, and to identify barriers and facilitators to effective self-management support in order to inform improvements to existing self-management interventions. We conducted an exploratory descriptive qualitative study using a combination of semi-structured individual and focus group interviews with a total of 16 participants (12 individuals with ME/CFS and four next of kin) in Norway. Data were analysed thematically within a constructivist framework. We identified three main themes. Theme one was named "Individualised and accessible support", focusing on the importance of timing, readiness, and flexible delivery formats (digital, hybrid, modular). The second theme was named "Continuity and validation", emphasising current gaps in follow-up care for individuals with ME/CFS and experiences of stigma. The third main theme was named "The role of peer support and practical strategies", highlighting the value of peer interaction, sharing experiences, and adaptive tools (e.g., pacing, symptom tracking). Overall, the participants described that existing self‑management support was poorly aligned with their physical and cognitive limitations, lacked consistent and structured follow‑up, and often conveyed contradictory guidance on activity management. Self-management support for individuals with ME/CFS should be integrated into standardised care pathways, delivered in phased and modular formats, and include structured follow-up. Digital and hybrid solutions can enhance accessibility. Including peer-led components and family involvement may foster empowerment and reduce isolation. Training healthcare professionals in ME-sensitive communication and developing national guidelines are critical to improving service quality and reducing stigma.

This research note discusses a collaborative scholarship model integrating funded research with Community Engaged Learning (CEL) between undergraduate courses at Michigan State University and Kansas State University. Cross-institutional student groups comparatively assessed national forest management issues in Southern California with those across the Midwest. Guided by CEL principles, students interacted virtually with Forest Service managers, engaged in experiential learning, and practiced leadership. This model bridged research and education and fostered professional skills and community building across institutions. Outcomes suggest that this model is adaptable for other courses. Key student outcomes include cognitive (systems thinking, forest management), affective (empathy, civic identities), and professional (communication, leadership, resilience) aspects. Key teaching outcomes include the collaborative model’s replicability and adaptability, careful strategic planning across communities and throughout the experience, successful student preparation and support on process and product, utility of student reflections for student and instructor growth, and cross-course enrichment deepening meaningful pedagogy.

ABSTRACT This study investigates the professional learning of school leaders in Swedish Municipal Adult Education (SMAE) as they engage in pedagogical leadership through action research. Conducted within a university course, the study explores how leaders address local challenges and foster praxis development by embedding learning in everyday practice. Drawing on the theory of practice architectures, analysis of leaders’ written reports reveals how they re-engaged with practice through problematisation, reconfigured practice arrangements, and enabled teacher agency. Action research emerged as both a methodological and transformative tool, supporting collaborative inquiry and reflective dialogue. Leaders shifted towards facilitative, co-constructed leadership, cultivating professional communities grounded in trust and shared responsibility. The course structure effectively integrated theory and practice, promoting sustainable educational change. While the sample size was limited, the study offers rich, practice-based insights into leadership as a relational and transformative process, contributing to the understanding of professional learning in adult education contexts.

Palliative Care Throughout the Entire Perioperative Pathway in Cardiovascular Surgery.