Mapping the discourse of environmental sustainability in intensive care nursing: a lexicometric exploration of professional meaning-making.

A large body of literature supports the view that collaborative classroom video analysis offers unique benefits for teacher learning if teachers engage in collaborative inquiry, exploring the unfolding of teaching and learning, and focusing on students' thinking and engagement. Yet, the feasibility of this approach within peer-led professional learning environments remains underexplored. We investigate how secondary school mathematics and physics teachers in Israel prepare to lead collaborative analyses of a peer's videotaped lesson. Quantitative content analysis revealed that in-service teachers (N = 44) were better prepared than pre-service teachers (N = 50) to facilitate video-based discussions. Following a targeted intervention, pre-service teachers demonstrated marked improvement, underscoring the potential of focused preparation to strengthen facilitation competencies in peer-led video analysis. • We compared how in and pre-service teachers prepared for video-based discussions. • In-service teachers were more inquiry-oriented and focused on pedagogy and content. • Training improved preservice teachers' student-focused, inquiry-based analysis. • Targeted training can enhance teachers' ability to guide peer-led video analysis.

The ShodhKosh: Journal of Visual and Performing Arts invites original research papers, review articles, and scholarly contributions for a Special Issue titled “Contemporary Perspectives in Science, Technology, Humanities and Management.” This issue aims to promote interdisciplinary dialogue on emerging developments across scientific innovation, digital transformation, humanistic inquiry, cultural studies, organizational practices, and sustainable management. It welcomes theoretical, empirical, conceptual, and practice-based studies that examine contemporary challenges through integrated perspectives. Contributors are encouraged to explore technology, education, leadership, communication, entrepreneurship, ethics, sustainability, and human-centered development. The editorial team invites meaningful submissions that enrich current academic and professional discourse. Dr. Haron Bouras Département du langue Française, Faculté des Lettres et des Langues, Université de Souk Ahras, Souk Ahras , 41000. Algérie Email: haron.bouras@univ-soukahras.dz Dr. R Arul Assistant Professor, Department of Commerce, St.Joseph's College (Autonomous), Tiruchirappalli, India Email: arulfriends2005@gmail.com Dr. Sujith T S Assistant Professor, Department of Commerce and Management, School of Arts, Humanities and Commerce, Amrita Vishwa Vidyapeetham, Kochi Campus, Kerala, India Email: sujiththelapurath@gmail.com Dr. Manikandan Sridharan Dean (Technical Affairs, Research and Branding) and Associate Professor of Information Technology in E.G.S. Pillay Engineering College (Autonomous), Nagapattinam, Tamil Nadu, India Email: profmaninvp@gmail.com Dr. Rajesh Kumar Porwal Professor & Dean, Faculty of Mechanical Engineering, Shri Ramswaroop Memorial University, Barabanki, Uttar Pradesh, India Email: porwal.rajesh@gmail.com

Editorial decision-making is a critical yet often opaque component of scholarly publishing, particularly in relation to manuscript rejection. While existing literature has examined peer review mechanisms and publication ethics, less attention has been paid to how editorial leadership is constructed, justified, and critiqued within professional and policy-oriented discourse. This study employs a document analysis approach to examine how editorial practices, ethical standards, and institutional power relations shape manuscript rejection processes in contemporary academic publishing. Data were drawn from editorials, reflective essays, policy documents, and peer-reviewed commentaries produced by major academic publishers and recognized governance bodies. Through thematic synthesis, the study identifies recurring concerns relating to transparency, editorial discretion, perceived bias, and the tension between formal ethical guidelines and lived editorial practice. Rather than presenting primary empirical findings, the study offers a conceptually grounded interpretation of documented perspectives on editorial leadership. The analysis contributes to ongoing debates on fairness, accountability, and trust in scholarly communication and provides reflective insights for authors, editors, publishers, and other stakeholders engaged in academic publishing. The study concludes that editorial leadership must be reframed as both a curatorial and ethical responsibility. To achieve greater equity, transparency, and accountability, it recommends the adoption of open peer review systems, diversification of editorial boards, targeted capacity-building, and formalized accountability frameworks. These strategies are essential for fostering a more inclusive and just academic publishing ecosystem.

Zamfara International Journal of Education (ZIJE) is the official Journal of the Faculty of Education, Federal University Gusau Zamfara State, Nigeria. The Journal publishes articles of diverse fields of interest in Education. Papers reporting original research and extended version of already established conference and journal articles are welcomed. Papers for publication are selected through peer review process to ensure originality, relevance and readability. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of information that supports high level learning, teaching and research in the fields of Education. This edition, Volume 6, Number 3, April, 2026 is poised to present research reports in the following fields of education: Educational Foundations, Science Education, Educational Psychology, Curriculum & Instructional Technology, Guidance & Counselling, Philosophy & History of Education, Sociology of Education, Entrepreneurship education, Special and inclusive Education, Physical & Health Education Religious Education, Gender Studies, Peace & Security Education among Others. The articles in this volume are academic and professional discourse written by reputable scholars in their areas of specialization. The Board wish to also acknowledge the efforts of the editorial members, for their ceaseless support towards successful publication of the journal. In the same vein, we acknowledge quite sincerely the assistance and support of our esteemed consulting editors for ensuring the credibility of this edition. Also, worthy of appreciation are the Authors and their immense contributions to this publication. Dr. Umar SodangiEditor-in-Chief/ Chairman Editorial BoardDean, Faculty of Education, Federal University Gusau

Nursing work in several Western countries has been affected by evolving discourses of managerialism and professionalism. Interdisciplinary working has given nurses more prominence in high-level teams and created hybrid management roles that have affected understandings of professionalism. Such changes generally followed broader new public management (NPM) reforms that shifted power from senior doctors to executive managers. Yet, although there is an extensive literature on the global spread of NPM reforms, less is known about the influence of associated discourses concerning nurse management and professionalism. This paper addresses that gap by presenting qualitative data on the evolving situation of hospital nursing in Türkiye, a country that implemented NPM-type reforms in the early 2000s. Based on 40 in-depth interviews completed in 2021/22, it describes the uneven impact of these reforms on medicine and nursing, the continuing reality of medical dominance and the development of a professionalising project among Turkish hospital nurses that avoids directly challenging medical power. This emphasises continuing professional education, practice guideline development and a curtailed form of teamwork away from doctors. Nurses exercised greatest autonomy in specialised wards, intensive care units and emergency departments, where a stable staff group could operate at a distance from oversight by senior doctors.

The article explores the contemporary transformation of theoretical views on the relationship between language and thought as a methodological foundation for updating professionally oriented language education at the university level. Within the context of the cognitive and digital turns in science, classical paradigms (from the linguistic relativity hypothesis to the activity-based approach) are being reconsidered, necessitating a fresh understanding of language’s role in shaping professional consciousness and competencies. The work examines the evolution of key theories, highlighting the dynamic co-construction of reality in speech activity. Particular attention is paid to the practical significance of this theoretical transformation for educational engineering, including the design of course curricula based on the modelling of professional discourses and the implementation of tasks aimed at conceptualizing professional experience through a foreign language. Revisiting the fundamental “language-thought” relationship enables not merely an adaptation, but a fundamental reconstruction of the system for training specialists’ language skills, transforming it into an agent for developing holistic professional thinking in the context of digital reality.

This article contributes to the continuing conversation in Haemophilia about the UK Infected Blood Inquiry (IBI). Discussion within the journal to date has largely foregrounded professional and technical perspectives. This article aims to bring back into view two elements central to the Inquiry-patient voice and the roles of law and ethics-and consider what this means for how the lessons of the IBI are interpreted in clinical and public discourse. The article engages with published reflections and commentary to consider how responsibility has been framed, how consent has been understood, and what is at stake in the shaping of professional memory. The article shows how narrowed framings of consent, appeals to clinical authority, and selective uses of language risk marginalising those infected and affected. It argues that such narratives continue to shape how responsibility is allocated and how the Inquiry will be remembered within professional discourse. Accountability, transparency, and recognition must remain central as the implications of the Inquiry continue to unfold, and as processes of reconciliation begin.

The rapid integration of Artificial Intelligence (AI) into business operations has profoundly reshaped decision-making, organizational productivity, and market strategies. However, the increasing dependence on AI systems has amplified ethical concerns regarding transparency, accountability, data privacy, algorithmic bias, and equity. This study investigates the primary ethical challenges arising from AI use in business and analyzes how companies navigate these issues while sustaining innovation and operational excellence. The research investigates ethical risks arising from automated decision-making systems, including potential discrimination, misuse of personal data, lack of explainability, and the impact of AI-driven automation on the workforce. In order to better understand current academic, professional, and public discourse on this topic, the study analyzes 50 YouTube videos related to AI ethics in business and survey with 25 questions including 87 participants. Findings reveal that transparency, equity, accountability, and human oversight are the leading ethical priorities in AI-driven businesses. The research concludes that embedding ethical standards within AI strategies is vital for building stakeholder trust, enabling responsible innovation, and advancing sustainable business growth in the digital economy.

Purpose The purpose of this submission is to document and critically analyse the outcomes of the National Conference on School Libraries (NCSL 2025) as a significant academic and policy-oriented intervention in reimagining school libraries in India. The paper aims to highlight evidence-based discussions, research contributions and strategic recommendations emerging from the conference in alignment with NEP 2020 and NCF-SE 2023. By presenting consolidated insights on digital transformation, inclusivity, Indian Knowledge Systems and professional capacity building, the paper seeks to contribute to scholarly discourse and inform policymakers, educators and library professionals globally. Design/methodology/approach The paper adopts a qualitative, descriptive and analytical research design based on a case study approach. It draws upon primary data generated through conference proceedings, keynote addresses, panel discussions, technical sessions and stakeholder interactions during the National Conference on School Libraries (NCSL 2025), supplemented by secondary sources such as policy documents, scholarly literature and institutional reports. The study uses thematic analysis to identify emerging trends, challenges and best practices in school librarianship, with particular reference to digital transformation, inclusivity and alignment with NEP 2020 and NCF-SE 2023. The approach integrates policy analysis with practice-oriented insights to ensure academic rigour and professional relevance. Findings The study finds that school libraries in India are undergoing a significant transition from conventional print-centric spaces to integrated learning resource centres aligned with the vision of NEP 2020. The conference deliberations reveal growing adoption of digital tools, open educational resources and AI-enabled services, though disparities persist in infrastructure and professional capacity across regions. The findings highlight the critical role of trained librarians as pedagogical partners, the increasing relevance of Indian Knowledge Systems in collection development and the need for standardised policy frameworks for school libraries. Strengthened capacity-building initiatives, institutional collaboration and sustained policy support emerge as essential for ensuring equitable, inclusive and future-ready school library services. Research limitations/implications The study is primarily based on a single national-level conference, which may limit the generalisability of the findings across diverse school library contexts in India. As the analysis relies largely on qualitative inputs from presentations, discussions and stakeholder interactions, empirical validation through large-scale surveys or longitudinal studies remains outside the scope of this study. Nevertheless, the implications are significant, as the findings provide a policy-informed and practice-oriented framework that can guide future empirical research, regional studies and impact assessments. The study also offers actionable insights for policymakers, educational administrators and library professionals to strengthen school library systems in alignment with NEP 2020 and emerging digital paradigms. Practical implications The findings of the study provide clear guidance for practical implementation at institutional and policy levels. Schools and educational authorities can use the identified best practices to transform existing libraries into inclusive Learning Resource Centres integrating print, digital and experiential learning resources. The study supports the adoption of digital library platforms, open educational resources and basic AI-enabled services to enhance access and user engagement. It also underscores the need for structured capacity-building programmes for school librarians, standard operating policies and collaborative networks among schools, State Council of Educational Research and Training (SCERTs) and national institutions. These implementations can directly support curriculum delivery, reading culture, digital literacy and lifelong learning objectives envisaged under NEP 2020. Social implications The study highlights the transformative social role of school libraries in promoting equity, inclusion and social cohesion within the education system. Strengthened and modernised school libraries can bridge information and digital divides by ensuring access to quality learning resources for students from diverse socio-economic, linguistic and regional backgrounds. The integration of Indian Knowledge Systems and multilingual collections fosters cultural awareness, identity and respect for indigenous knowledge traditions. Furthermore, by positioning librarians as facilitators of critical thinking, information literacy and ethical digital engagement, school libraries contribute to informed citizenship, democratic participation and social empowerment, particularly for marginalised and first-generation learners. Originality/value The study offers original value by presenting one of the first structured scholarly documentations of a national-level school library conference in the Indian context, synthesising policy, practice and professional discourse. Unlike conventional studies focused solely on institutional case studies or surveys, this work captures collective expert insights aligned with NEP 2020 and NCF-SE 2023. It bridges the gap between policy vision and ground-level implementation by highlighting emerging trends such as digital transformation, Indian Knowledge Systems and capacity building. The study serves as a valuable reference for researchers, policymakers and practitioners seeking evidence-informed strategies for reimagining school libraries in developing education systems.

The article examines terminological instability in Russian-language fashion research caused by the influx of English terms amid the growth of fashion studies and interdisciplinary approaches (cultural studies, linguistics, and psychology). It analyzes semantic and functional differences between the Russian concept «мода» (as a cultural-symbolic system of meaning production and communication), the polysemous English term "fashion" (covering cultural phenomena, social practice, and industry), and its transliterated borrowing «фешен» in contemporary Russian scientific and professional discourse. Fashion is conceptualized as a semiotic and communicative system distinct from its industrial and market dimensions. In English, fashion relies on context for disambiguation and requires no separate lexical differentiation. In Russian, «фешен» primarily serves as a marker of professional-media and industry discourse, reflecting globalization and community identity, but lacks independent definitional status or conceptual novelty in academic contexts. The study highlights the risks of hybrid terms such as «фешен-психология», which confuse the established «psychology of clothing» (a fundamental interdisciplinary field since the 1930s) with applied, market-oriented «fashion psychology». The findings emphasize the need to distinguish between scientific and industrial registers for conceptual and methodological precision. The theoretical value lies in refining Russian fashion studies terminology and the principles for borrowing terms in the humanities. Practical implications apply to publications, theses, and curricula on fashion theory and psychology.

This study examines the Anglocentric nature of terminology in web development as a factor shaping the perception and translation of technical documentation into Russian. The aim of the research is to identify the mechanisms through which English metaphorical and cognitive models underlying contemporary web technologies undergo changes in the process of interlingual transfer, based on official documentation and examples of professional IT discourse. The theoretical significance of the study lies in refining the understanding of IT documentation translation as a process of transferring conceptual models, which allows us to consider Anglocentrism within a cognitive translation paradigm. The analysis demonstrates that a substantial proportion of core web-development terms function as carriers of culturally motivated metaphors that cannot be reduced to formal technical definitions. It is shown that common translation strategies – literal translation, transliteration, and partial adaptation – produce various types of cognitive and stylistic distortions that disrupt the integrity of the original conceptual models. A stable relationship was identified between the mode of terminological transfer, increased complexity of instructional discourse, growing cognitive load, and the emergence of hybrid professional jargon among Russian-speaking developers. In addition, an asymmetry in access to knowledge between English-speaking and non-English-speaking specialists was established. The scientific contribution of the study consists in systematizing Anglocentrism as a translation studies problem affecting the level of knowledge conceptualization in IT discourse. The practical value of the findings lies in their applicability to the translation and localization of web-development documentation, as well as to the training of translators and technical specialists, with the aim of improving semantic accuracy, reducing cognitive load for target-language users, and enhancing the quality of technology acquisition.

This article examines how healthcare professionals working on COVID-19 wards experienced psychosocial burdens during the pandemic and how they managed these within the intersecting pressures of personal vulnerability, professional duty, and institutional expectation. Drawing on deep-structure hermeneutics, 13 qualitative interviews were analysed to explore latent meaning structures underlying professional discourse. From this corpus, one analytically rich interview was selected for an in-depth single-case analysis. It illustrates how a rhetoric of positivity and a strictly maintained professional role served as protective defences against anxiety, helplessness, and loss of control. Within this dynamic, functionality emerged as a latent mode of coping that re-established a sense of agency and order, yet simultaneously suppressed emotional expression and acknowledgement of personal needs. These findings reveal a psychosocial paradox at the heart of clinical work under crisis conditions: maintaining reliability and composure while risking emotional detachment and exhaustion. As a theoretically informed implication of these findings, we propose the potential value of "spaces of non-functioning"-temporary contexts that allow relief from performance demands without destabilising professional identity. Such protected spaces may provide a more sustainable balance between care for others and self-care within the culture of contemporary healthcare.

This explanatory sequential mixed-methods study examined how professional social media learning behaviors relate to learning engagement and perceived educational outcomes among Chinese medical students. Survey data from 350 students across four universities were analyzed using confirmatory factor analysis and structural equation modeling, followed by interviews with 18 students. Professional social media learning behaviors included information seeking, observing professional discourse, peer knowledge exchange, and academic discussion participation. Results showed that these behaviors were positively associated with learning engagement, which in turn was positively associated with perceived learning effectiveness, academic confidence, and perceived professional development. Engagement partially mediated the relationship between professional social media learning and perceived outcomes. Interview findings indicated that professional social media functioned as a flexible supplementary learning environment supporting concept clarification, peer interaction, and professional sense-making, while also requiring critical evaluation and selective use. The findings suggest that the educational value of professional social media depends on how students engage with it.

ABSTRACT The point of departure for the study reported in this article is the pressure on social work competencies and perspectives. Our purpose is to explore the status of Norwegian social work empirically through the consideration of the following research question: What social work competencies and perspectives are apparent in Norwegian health and welfare services? We adopt a social constructionist approach to our analysis, examining the interplay between professional and political discourses and structural changes within the services. The study employs a mixed-method design that includes document analysis and individual and focus group interviews. We gathered data from both managers and social workers across three different parts of Norwegian health and welfare services: child welfare services, labour and welfare administration (NAV) and mental health and substance abuse services. We identify two key trends that impact the status of social work: service specialisation and professional agnosticism. Services have become more individualised, with increased requirements for specialist competencies that challenge the holistic approach at the heart of social work. We also find that service-specific competencies are gaining hegemony over profession-specific competence, which challenges the professional status and autonomy of social work.

Reporting delays in child abuse: Insights from a chart review.

Professional discourses continue to view nursing through an aesthetic of seriousness that polices comportment, voice, and credibility, especially among migrant nurses. This discussion paper examines how campful comedy can unsettle these regimes while simultaneously performing care, focusing on the recurring TikTok persona "Tita Marites" by Filipino-Canadian nurse-creator @nurse.johnn. Drawing on camp theory and Narsolohiyang Pilipino (Filipino Nursologies), we conduct a discursive, multimodal reading of public short-form videos to trace how exaggerated performance functions as both critique and care in diasporic nursing contexts. We show how Tita Marites' camp performance (i.e., bob wigs and colourful scrubs as costume, Taglish cadence, kinship address, food-giving, and micro-choreographed gestures) recasts governance, challenges physician primacy and textbookism, and builds solidarity through gastronomic hospitality and kinship. Audience reception further demonstrates how this Filipino-coded persona resonates as a recognisable unit figure and a shared language of protection and care. We argue that campful comedy offers nursing philosophy a way to theorise counterperformance, visibility, and relational care under conditions of migrant struggles.

Climate change and its disproportionate impacts on vulnerable groups have prompted the social work profession to become increasingly involved in environmental justice issues. Academic discourse on environmental social work has surged in the last decade, but limited studies examine its implementation by practitioners or information dissemination by professional organisations. Translational research highlights the crucial role of professional associations in informing practitioners of new scientific discoveries and practice paradigms. This qualitative content analysis compares a small selection of articles and podcast episodes published through the professional associations of social workers in the US (the National Association of Social Workers) and Germany (the Deutscher Berufsverband für Soziale Arbeit e.V.), respectively, focusing on environmental social work and its implications for the social work profession. The findings suggest that publications from both countries use similar arguments for proving the relevance of climate change issues for the profession but diverge considerably in their focus on how environmental social work should be applied.

Introduction. Effective training of speech therapy specialists in modern conditions requires a re-evaluation of approaches to forming foreign language professional competence. The relevance of this study is determined by the necessity to develop comprehensive educational models that facilitate the development of scientific communication skills in a foreign language, as existing models fail to address the methodological limitations characteristic of foreign language training for Master’s students in Speech Therapy. The objective of the research is to theoretically substantiate and experimentally test a thesaurus-corpus model for teaching foreign language scientific discourse to speech therapy students.Materials and Methods. A comprehensive evaluation of the effectiveness of the thesaurus-corpus model in forming foreign language scientific discursive competence among Master’s students was conducted. Ninety-seven Master degree students in their 1st and 2nd years were divided into control and experimental groups. The modeling was carried out using the Protégé platform, the Sketch Engine corpus manager, and the Corpus of Contemporary American English. The level of formation of foreign language scientific discursive competence was assessed comprehensively using interviews, analysis of written abstracts, and translations of scientific texts. Statistical data processing was performed using the Student’s t-test for dependent samples and Pearson correlation analysis.Results. The study revealed a significant influence of the thesaurus-corpus model on the development of cognitive skills within the framework of foreign language scientific discursive competence, along with high correlation coefficients between the level of formation of these skills and the practice of applying the model. The expansion of the thesaurus in the experimental group is an important part of perfecting foreign language scientific discursive competence: during the process of specialized translation, the number of unattempted answers decreased, and the variability of translations was reduced, which indicates a more uniform and unambiguous use of English terminology by students.Discussion and Conclusion. The study confirmed the effectiveness of the thesaurus-corpus model in forming foreign language scientific discourse among speech therapy students. The educational model promotes the development of professional competence and metalanguage, increases the level of formation of students’ cognitive and communicative skills; it ensures the systematization of specialized vocabulary, taking into account interdisciplinary and intercultural aspects, which makes it possible to overcome the terminological asymmetry between Russian and English in the field of speech therapy. The practical significance of the study lies in creating a foundation for designing and modernizing educational programs focused on the formation of foreign language scientific discourse in speech therapy, as well as, predictively, in other areas of defectology training.

In Sweden, the principal is tasked with ensuring fair and equitable grading, yet the discretion and mandate for the act of grading are entrusted to the teacher. This situation entails a potential teacher-principal conflict, and principals must thus determine how they will exercise leadership in terms of grading and assessment practices. To investigate this dynamic, we employ a critical approach that invokes literature on the sociology of professions, and argue that principals have one foot in the teaching profession (occupational professionalism) and the other foot in the managerial profession (organisational professionalism). The aim of the current paper is to investigate principals’ leadership practices in situations of grading and assessment under the lenses of both organisational professionalism and occupational professionalism. The analysed data were collected from two group interviews with principals that covered their perceptions of grading and assessment. The leadership practices expressed by the principals were found to include aspects of both organisational and occupational professionalism. Thus, even though the professionalisation of Swedish principals is strongly influenced by a macro level discourse related to organisational professionalism, our findings show that, at the micro level, the occupational professionalism discourse is also prevalent. In an attempt to move beyond a dichotomisation of the two professional discourses, it is suggested that principals’ leadership practices regarding grading and assessment are best understood in terms of hybrid practices.