A minority of ultra-Orthodox (Charedi) Jews choose not to be vaccinated, and their refusal has assumed significant importance from a variety of perspectives. Clinicians often encounter patients whose beliefs are different from their own. Vaccine hesitancy within the US Charedi Jewish community is a factor contributing to outbreaks of disease, reflecting a growing mistrust between communities and arms of the State played out on the terrain of bodies and societies. Clinicians need to be aware of and understand this broader context as a foundation of empathetic listening and epistemic humility that might lead to improved health for the Charedi community based on reinforced trust.

Public sector worker absence has been cited as a reason for the poor performance of public services. This paper argues that the differential attention politicians pay to public services over their tenure cycle can explain levels of absenteeism. Using the case of teachers in India, teachers and politicians are embedded in a dynamic principal-agent relationship that allows for absenteeism when electoral incentives are not salient and results in increased accountability when they are. I constructed a panel of all schools across India between 2006 and 2018, employed an event study design, and found that teacher absenteeism decreases the year before an election and is higher the year after an election. I found inconsistent effects in the private sector, lending support for a channel of political control in the public sector. Political interference has an effect on bureaucratic performance, and relationships between public sector workers and politicians can ameliorate absenteeism.

COMPASS is an educational intervention aimed at supporting individualised goal setting for students on the autism spectrum. Although its effectiveness is supported by quantitative data, little qualitative research has explored the perceived benefits and challenges of implementing COMPASS with community consultants. In the present qualitative study, we explored the benefits and challenges of COMPASS from the perspectives of stakeholders including parents/caregivers, teachers, and consultants. Semistructured interviews and focus groups were recorded and analysed using reflexive thematic analysis. Participants felt COMPASS (a) brings the right information to the table, (b) sets the scene for collaboration, and (c) uses a quality tool for data collection. The fourth theme reflected participants’ concerns around how (d) time could be a barrier. The data for this study has implications for the individualised planning process for students on the autism spectrum, a process directly linked to critical student outcomes. Overall, stakeholders spoke positively about student outcomes, which they linked directly to participation in the COMPASS program. The standardised process for individualised planning provided by COMPASS was particularly valued. Results of the study provide further understanding about the COMPASS intervention and offer a direction for future replications of COMPASS.

Core moral concepts in Confucianism, such as benevolence, righteousness, and faithfulness, are often so vague that in moral teachings one must rely on intuitive understanding aided by metaphor and etymology that illustrate them. In addition, case stories play a crucial role in clarifying these abstract moral concepts. Confucian ethics heavily depends on stories of wise men and exemplary figures who have been revered throughout Confucian history. In this paper, I will explore the role of examples in Confucian ethics, particularly within the context of moral education.

Disaster Medicine is a critical and often neglected component of health care. The World Association for Disaster and Emergency Medicine (WADEM) Board of Directors, as well as the WADEM Student and Young Professional Special Interest Group, recognize the importance of introducing Disaster Medicine concepts early in health care education and have put forth a position statement emphasizing this importance. As leaders in Disaster Medicine, we aim to highlight the need for the integration of Disaster Medicine education into health care profession training. By acknowledging this educational need and by providing recommendations to appropriate stakeholders, we anticipate that this investment in Disaster Medicine education will assist in developing well-prepared health care professionals who will improve prehospital and emergency medicine, public health, and day-to-day health care throughout local and global communities.

It is a long-standing view that educational institutions sustain democracy by building an engaged citizenry. However, recent scholarship has seriously questioned whether going to college increases political participation. While these studies have been ingenious in using natural experiments to credibly estimate the causal effect of college, most have produced estimates with high statistical uncertainty. I contend that college matters: I argue that, together, prior effect estimates are just as compatible with a positive effect as a null effect. Furthermore, analyzing two-panel datasets of $n \approx 10,000$ young US voters, using a well-powered difference-in-differences design, I find that attending college leads to a substantive increase in voter turnout. Importantly, these findings are consistent with the statistically uncertain but positive estimates in previous studies. This calls for updating our view of the education-participation relationship, suggesting that statistical uncertainty in prior studies may have concealed that college education has substantive civic returns.

Competitive dressage’s social licence to operate is in jeopardy due to ethical concerns surrounding the use of horses for dressage. There is limited research that contributes to our understanding of Canadian equestrian perspectives on the use of horses in dressage. The objectives of this study were to: (1) explore the cultural context of the Canadian dressage industry, including how horse well-being is integrated within the culture; and (2) investigate coaches’ and riders’ perceptions and experiences with the use of horses for dressage. An ethnographic case study approach was employed, where MR spent 2–6 weeks with each of the four participating Equestrian Canada Certified dressage coaches and their riders (at least four riders per coach for a total of 19 riders). Data collection included direct observation, recording field notes and conducting at least one in-depth interview with each coach and rider. Interviews and field notes were analysed using reflexive thematic analysis leading to the development of three themes: (1) the systems that participants operate within; (2) how these systems foster a culture of contradiction in the industry; and (3) the ‘equestrian dilemma’ highlighting how participants navigate their love for horses with their horses’ well-being amid the sport’s demands. The three themes portray that the issues faced by the dressage industry may be rooted in systemic problems and could be described as a ‘wicked problem’. These results aim to inform future research initiatives that promote a holistic understanding of the challenges faced by the dressage industry and promote systems thinking solutions.

There is a pressing need for novel approaches to help address climate change and for a workforce that is equipped with a combination of new and different types of knowledges. The One Health (OH) core competencies perhaps offer the new knowledges, skills and attitudes that will be needed in a future generation of practitioners that does not shy away from complexity. The objective of this research was to identify overlapping and transferable OH-climate change competencies that are needed of professionals working to address climate change. Using focus groups and qualitative content analysis, 23 professionals from across Canada whose employment positions had a key focus on climate change were brought together across five sessions. Participants agreed that the OH competencies were applicable to their employment roles and responsibilities, but they identified four key missing areas that are important for graduates: evaluative and reflective practice, personal resilience, turning knowledge into action and having an openness to other knowledges (particularly Indigenous and non-Western viewpoints). This work also provided a first iteration of a process that should be continually used to bridge the gap between theory and practice, as employer needs are a key consideration during the development of educational programs.