Insights into plastic food packaging waste sorting behaviour: A focus group study among consumers in Germany

Despite international efforts to foster the circular economy, plastic waste remains a major environmental problem. In the circular economy, the success of a waste management system depends, inter alia, on consumers properly sorting their plastic waste. Yet mis-sorting of plastic food packaging waste happens routinely. We sought to find out why and to outline the ways consumers prefer to receive information about waste sorting procedures. Tailoring information to consumer preferences can improve the effectiveness of waste management policy. Using the Motivation Opportunity Ability (MOA) framework to explain consumer behaviour, we conducted focus group discussions in two German cities. Our findings suggest that more accurate information and financial incentives best motivate consumers to sort waste correctly. Uncertainty and confusion over the packaging material are the most severe hindrances to correct sorting behaviour. The Internet and social media are preferred most for acquiring information on how to sort plastic food packaging correctly. Policymakers can use our results to adjust packaging and waste management regulations to help eliminate confusion among consumers and to facilitate their recycling intentions. Food industry practitioners and company decision makers can use our results to adjust their plastic packaging features to better match consumer preferences for easily recyclable waste.

Teaching Conversational English: Techniques for Unconscious Competence Versus Development of Thinking Skills

The purpose of the article is to determine the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues. The necessary conditions for creating an effective educational environment conducive to the development of students' conversational skills are demonstrated. An educational experiment was conducted with the participation of 75 third-year students from the School of [BLINDED], [BLINDED], during which the students practiced both critical thinking and unconscious competence in the process of group discussions. The conducted survey at the beginning and end of training, was determined the degree of use of critical thinking skills and unconscious competence in the process of finding answers to arguments during debates, discussions and disputes. The results of the surveys showed that in the process of speaking, critical thinking skills are used more often (79%) than unconscious competence (21%), but at the same time, students considered that unconscious competence (81%) is more effective in debates and discussions, than critical thinking (19%). It was concluded that critical thinking skills are easier and faster to learn to participate in a constructive discussion than the skills of unconscious competence, the development of which must take place in an authentic learning environment for a longer period. The results of the study confirmed that the participation of students in the conversation class increased their ability to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor. Therefore, it is important to invest additional efforts and create conditions for open, flexible and comfortable communication of students using modern pedagogical methods aimed at developing students' thinking skills of a higher order. The findings can be useful in the field of language teaching, psychology, and linguistics, as well as become the basis for the development of new curricula using collective discussions.

Conception and Interpretation of Interdisciplinarity in Research Practice: Findings from Group Discussions in the Emerging Field of Digital Transformation

In recent years, we have been observing the phenomenon of an emerging scientific field: digital transformation research (DTR). Due to the diversity and complexity of its object of research digital, transformation is not effectively researchable if confined to the boundaries of individual disciplines. In the light of Scientific/Intellectual Movement theory (Frickel and Gross 2005), we wonder how interdisciplinarity could and should be mobilized to further advance the development of the field of DTR. To answer this question, we (a) need to understand how interdisciplinarity is conceived and (b) how it is considered in research practice by researchers in the emerging field. This is important, as scientists' application of interdisciplinarity will highly influence an emerging field, shape its growth, consolidation as well as its academic establishment. We conducted six group discussions with 26 researchers from different disciplines and career levels (PhD students, postdocs, professors). The discussions were studied with a structuring qualitative content analysis. The results reflect the vagueness of the concept of interdisciplinarity. Interdisciplinarity is largely conceived as multidisciplinarity. Further, the interviewees mentioned more challenges than opportunities when it comes to interdisciplinary DTR. The present study widens the scientific understanding about how researchers of different career levels perceive, learn, and practice interdisciplinarity in DTR. It further provides valuable indications of how interdisciplinary research in an emerging field can be profitably shaped for practice.

Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time

School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD): bully, victim, bully-victim, defender, and non-participant. Student ratings of teachers were used to obtain class-level measures of teacher interventions: non-intervention, disciplinary sanctions, group discussion, and mediation/victim support. Controlling for student- and class-level background variables, two multilevel multinomial logistic regression analyses were computed to predict students’ bullying-related roles at wave 2. In the static model, predictors were teacher interventions at wave 1, and in the dynamic model, predictors were teacher intervention changes across time. The static model showed that disciplinary sanctions reduced the likelihood of being a bully or victim, and group discussion raised the likelihood of being a defender. Mediation/victim support raised the likelihood of being a bully. The dynamic model complemented these results by indicating that increases in group discussion across time raised the likelihood of being a defender, whereas increases in non-intervention across time raised the likelihood of being a victim and reduced the likelihood of being a defender. These results show that teacher interventions have distinct effects on students’ adoption of bullying-related roles and could help to better target intervention strategies. The findings carry practical implications for the professional training of prospective and current teachers.

The Daily Dose: Utilizing WhatsApp to engage pharmacy students in clinical discussion

BACKGROUND AND PURPOSE

There are many challenges associated with longitudinally applying therapeutic knowledge in the pharmacy curriculum. This study investigated student participation using the messaging platform, WhatsApp (Meta Platforms, Inc.), as a discussion-based platform for pharmacy students.

EDUCATIONAL ACTIVITY AND SETTING

The created WhatsApp group chat discussion, "The Daily Dose," was a longitudinal learning experience occurring during pharmacy students' last year of clinical rotations or third year of didactic learning. Students were asked daily clinical questions in the application and participation was primarily assessed. This study included a pre-survey, discussion participation assessment, and a post-survey. The surveys assessed student self-evaluations of their learning, clinical confidence levels, board preparedness, and program learning experience feedback.

FINDINGS

A total of 115 questions were asked and 37 students voluntarily joined. Students participated by responding to 97% of questions. Of the 37 students who joined, 81% were experiential education students and 19% were didactic education students. A moderator needed to prompt for participation for 34% of the questions. The majority of students (95%) learned something new. Experiential education students were more likely to participate than didactic education students. A moderator may be beneficial to keep the discussion active. Students' self-evaluations of clinical confidence and board preparedness increased after participating in The Daily Dose.

SUMMARY

The Daily Dose is an innovative way to engage student discussion and reinforce pharmacy therapeutic knowledge. This tool could be expanded to use with multiple pharmacy learners.

Application of the World Café method to discuss the efficiency of African swine fever control strategies in European wild boar (Sus scrofa) populations

In the current epidemic of African swine fever (ASF) in Europe, the maintenance and spread of the disease among wild boar populations remains the most important epidemiological challenge. Affected and at-risk countries have addressed this situation using a diversity of wild boar management methods with varying levels of success. The methods applied range from conventional animal disease intervention measures (zoning, stakeholder awareness campaigns, increased surveillance and biosecurity measures) to measures aimed at reducing wild boar population movements (fencing and baiting/feeding) or population numbers (intensive hunting). To assess the perceived efficiency and acceptance of such measures in the context of a focal introduction of ASF, the authors organised a participatory workshop inviting experts from the fields of wildlife management, wild boar ecology, sociology, epidemiology and animal disease management to discuss the advantages and disadvantages of various control approaches. The discussions between professionals from different countries took place using the World Café method. This paper documents the World Café method as a tool for increasing the level of participation in multi-stakeholder group discussions, and describes the outputs of the workshop pertaining to the control measures. In summary, the World Café method was perceived as an efficient tool for quickly grasping comprehensive perspectives from the professionals involved in managing ASF and wild boar populations, while promoting engagement in multi-disciplinary discussions. The exercise achieved a good overview of the perceived efficiency and applicability of the different control methods and generated useful recommendations for ASF control in wild boar populations in Europe.

Lost in transition? Professional perspectives on transitional mental health services for young people in Germany: a qualitative study

BACKGROUND

The transition of young patients from child and adolescent to adult mental health services often results in the interruption or termination of care. At this intersection, mental health professionals function as gatekeepers between systems, and their personal views on current clinical practice can contribute to a broader understanding of procedures and help identify reasons for service gaps. This qualitative study investigated the views of mental health professionals on services for young people during the transition from child and adolescent to adult mental health care, as well as on factors which facilitate or hinder continuity of care.

METHODS

Four group discussions with 24 mental health professionals with various backgrounds were conducted. Groups were audio-taped, transcribed verbatim and analyzed following the reconstructive approach of R. Bohnsack's documentary method.

RESULTS

A main theme and six subthemes emerged. Participants' overall concern was an increasing lack of patient centeredness in care provision. They criticized the limited flexibility and time constraints of their work, which was held to be incompatible with the time-consuming process of engaging young patients in care and coping with their individual needs. A lack of adequate interprofessional exchange and networking was seen as resulting in a diffuse sense of responsibility and a lack of clarity for all involved parties. Participants focused on the adverse impact of neglecting developmental characteristics in care procedures for young patients and revealed personal issues they experienced in their work with young patients (e. g. personal difficulties with diagnosing).

CONCLUSIONS

Mental health professionals at this transitional point face a number of complex tasks as well as limitations in terms of time and personal support. An emphasis should be placed on forming and maintaining partnerships within and between systems which could contribute significantly to relieving professionals' workload. Furthermore, an open style of communication to engage young patients in care is essential. Strengthening communicative skills, improving knowledge about this life stage (especially when working in adult services), and promoting interprofessional encounters can help to develop new procedures in clinical practice. On higher system levels, heightened awareness of the need to reduce fragmentation of care and administrative barriers is needed.

Effectiveness of group discussions and commitment in improving cleaning behaviour of shared sanitation users in Kampala, Uganda slums

RATIONALE AND OBJECTIVE

Access to and use of hygienic shared sanitation facilities is fundamental in reducing the high risk of diseases such as diarrhoea and respiratory infections. We evaluated the effectiveness of group discussions and commitment in improving the cleaning behaviour of shared sanitation users in three urban slums in Kampala, Uganda. The study follows the risk, attitudes, norms, abilities and self-regulation (RANAS) model of behaviour change and some factors of the social dilemma theory.

METHODS

A pre-versus post-intervention survey was conducted in three slums of Kampala, Uganda, between December 2012 and September 2013. From the pre-intervention findings, users of dirty sanitation facilities were randomly assigned to discussions, discussions + commitment and control interventions. The interventions were implemented for 3 months with the aim of improving cleaning behaviour. This paper provides an analysis of 119 respondents who belonged to the intervention discussion-only (n = 38), discussions + commitment (n = 41) and the control (no intervention, n = 40) groups.

RESULTS

Compared to the control, discussions and discussions + commitment significantly improved shared toilet users' cleaning behaviour. The rate of improvement was observed through behavioural determinants such as cleaning obligation, cleaning ease, cleaning approval and affective beliefs.

CONCLUSION

Our study findings show that group discussions and commitment interventions derived from RANAS model of behaviour change are effective in improving the shared sanitation users' cleaning behaviour.