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Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today’s classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of this young and fast-growing research area, I systematically reviewed 62 studies with a research synthesis method to explore what translingual activities have been implemented and how they have impacted EAL writing teaching and learning (including both K-12 and post-secondary contexts). The findings reveal that various translingual activities, such as self-reflective writing and literacy narrative, have been enacted in EAL writing teaching and learning. These activities have been practiced in different ways based on different rhetorical situations. The results show that translingual pedagogies can complement currently practiced EAL writing pedagogies, increase EAL student writers’ awareness of English monolingualism, facilitate EAL writing teaching in different rhetorical situations, engage students in learning activities, and help view codemeshing as a matter of agency in EAL writing teaching and learning. Despite these benefits, there are some challenges to implementing translingual pedagogies, such as teachers’ and students’ concerns about codemeshing in high-stakes writing, the lack of teacher education and guidance in translingual pedagogies and practices, and the exclusion of some linguistically minoritized students. In sum, translingual pedagogies can enrich EAL writing teaching and learning, albeit with some challenges.

Previous research has shown that a majority of adolescents in the United States initiate and drink alcohol prior to graduating high school and nearly twenty percent of high school seniors engage in heavy episodic drinking. Despite anecdotal evidence and media portrayals of alcohol use during high school events (e.g., prom), little is understood about alcohol use surrounding specific events that may be identified as "high-risk" events and addressed in specific interventions. Similarly, normative perceptions exert powerful influence on behaviors but little is understood about normative perceptions of alcohol use at high school events.The purpose of the present study was to understand whether high school alcohol use is associated with specific events by describing behaviors and normative perceptions.Participants were 386 U.S. college students age 18 to 19 (60.4 % female, mean age = 18.4) who provided retrospective accounts of their alcohol use surrounding senior year high school events (either before, which is relevant to pregaming addressed in this special issue, during, or after).Most students did not drink surrounding high school events but nearly all reported that they perceived that the typical high school senior did. Those who did drink alcohol tended to drink heavily, particularly during prom. Alcohol use was associated with other high school events ranging from the beginning of senior year (e.g., Homecoming) though the end (e.g., graduation parties) CONCLUSIONS: Results indicate the importance of future research efforts tailoring intervention efforts around specific events and the applicability of personalized normative feedback approaches.

AbstractBackgroundThe COVID‐19 pandemic has resulted in pronounced changes for college students, including shifts in living situations and engagement in virtual environments. Although college drinking decreased at the onset of the pandemic, a nuanced understanding of pandemic‐related changes in drinking contexts and the risks conferred by each context on alcohol use and related consequences have yet to be assessed.MethodsSecondary data analyses were conducted on screening data from a large parent clinical trial assessing a college student drinking intervention (N = 1669). Participants across six cohorts (from Spring 2020 to Summer 2021) reported on the frequency of drinking in each context (i.e., outside the home, home alone, home with others in‐person, and home with others virtually), typical amount of drinking, and seven alcohol‐related consequence subscales.ResultsDescriptive statistics and negative binomial regressions indicated that the proportion and frequency of drinking at home virtually with others decreased, while drinking outside the home increased from Spring 2020 to Summer 2021. Limited differences were observed in the proportion or frequency of individuals drinking at home alone or at home with others in‐person. Negative binomial and logistic regressions indicated that the frequency of drinking outside the home was most consistently associated with more alcohol‐related consequences (i.e., six of the seven subscales). However, drinking at home was not without risks; drinking home alone was associated with abuse/dependence, personal, social, hangover, and social media consequences; drinking home with others virtually was associated with abuse/dependence and social consequences; drinking home with others in‐person was associated with drunk texting/dialing.ConclusionThe proportion and frequency of drinking in certain contexts changed during the COVID‐19 pandemic, although drinking outside the home represented the highest risk drinking context across the pandemic. Future prevention and intervention efforts may benefit from considering approaches specific to different drinking contexts.

Alcohol use and sexual assault (SA) are common on college campuses. The purpose of this study is to examine if the association between alcohol use and SA differs by gender identity, sexual orientation, race, or ethnicity.A total of 3,243 college students aged 18-25 at two large, minority-serving, public universities in the southwest and southeast United States completed an online survey about alcohol and sexual behaviors. Two negative binomial regressions were conducted to examine main effects and interaction effects.Almost half of the sample reported a SA victimization history. The main effects negative binomial regression indicated that more drinks per week, older age, identifying as a cisgender woman (vs. cisgender man), identifying as a gender minority (vs. cisgender man), and identifying as a sexual minority (vs. heterosexual) were associated with more severe SA victimization. Participants who identified as Latine (vs. non-Latine White) reported less severe SA. The negative binomial regression assessing interactions indicated that the association between alcohol use and SA severity was stronger among cisgender women and gender minority identities than cisgender men, and Black identities than non-Latine White identities.Findings suggests that alcohol use is an important factor for SA severity among all students, but that the association is stronger among some with marginalized identities. Given that perpetrators target people who hold some marginalized identities, prevention programming could address cisnormative, heteronormative, and White normative ideas about alcohol and sex to attain social justice and health equity.

Abstract Indoor thermal comfort and air quality in school classrooms are of interest worldwide, primarily because of their potential impacts on students’ health, learning performance and productivity. Further, increasing concerns with changing climate and building energy efficiency highlight the importance of ventilation and comfort in educational settings. The existing literature on indoor air quality (IAQ), ventilation, and thermal comfort in classrooms in subtropical regions of Australia is sparse. Here, we present the results of a field study conducted in secondary school classrooms in Sydney during the school year in 2018 and 2019. We collected data with subjective surveys through questionnaires and with field measurements related to IAQ the thermal comfort in two adjacent similar classrooms. The infiltration and ventilation rates were measured during the non-occupied period using the concentration decay method. We analysed the performance of a cloud-connected demand-controlled mechanical extract ventilation system (DCV), which was installed in one of the two surveyed classrooms during mid-season. Before application of the DCV, CO2 levels were similar in both classrooms with a maximum concentration of approximately 2418 ppm during cold season. The DCV reduced the peak CO2 concentration to 1335 ppm, while CO2 raised to 2981 ppm in the classrooms without DCV during mid-season. Further, Volatile Organic Compounds (VOCs) analysed from air samples show improved air quality in the classroom with DCV. Our results highlight the impact of both indoor temperature and CO2 concentration on students’ feeling of fatigue. Students showed adaptability to indoor temperature change. A period of one week is needed for students’ adaptation to a step change in the mean outdoor temperature. Understanding classroom indoor air quality and thermal environment, as well as students’ perceived comfort, is vital to develop child-based design guidelines for schools.

AbstractIntroductionWe examined the feasibility and acceptability of digital screening and brief intervention (d‐SBI) for alcohol misuse in college students; the effectiveness of d‐SBI was our secondary outcome. We also explored the barriers and facilitators of d‐SBI.MethodsThe study design is a mixed‐methods, pilot, and cluster randomized trial. Five colleges from a northern city in India were randomly allocated to d‐SBI and control groups. One hundred and ninety‐one students were screened, and 25 (male = 23 and female = 2) participants (age 19.62 ± 2.58 years) fulfilled eligibility. All participants completed follow‐up assessments at 3 months. In‐depth interviews were done with 11 participants. Alcohol Use Disorder Identification Test (AUDIT) based screening brief intervention was provided on a web portal‐ or mobile application in the d‐SBI group. The control group received digital screening and brief education. Direct questions and usage statistics assessed the measurement acceptability of the intervention. We compared the change in AUDIT scores in the intervention groups over 3 months post‐intervention. Thematic analyses of transcripts of interviews were done by inductive coding.ResultsMost participants reported that d‐SBI was user‐friendly (80%), advice was appropriate (80%), and perceived it to be useful (72%). Ninety‐six percent of users, who logged in, completed screening. There was a significant decrease in AUDIT scores both in d‐SBI (p < .001) and control groups (p < .001). Time and group significantly affected the mean AUDIT score, but time × group interaction was non‐significant. Thematic analysis revealed six overarching themes.ConclusionsDigital SBI for alcohol misuse is acceptable, feasible, and possibly effective among college students from low‐resource settings.

Simultaneous alcohol and marijuana (SAM) use is associated with adverse consequences for youth. While SAM use is overall declining among youth, prior studies indicate increasing marijuana use among US adolescents who ever used cigarettes, suggesting possible moderation of the alcohol-marijuana relationship by cigarette use.We included 43,845 12-th grade students participating in Monitoring the Future data (2000-2020). A 5-level alcohol/marijuana measure was used, including past-year SAM, alcohol-only, marijuana-only, non-simultaneous alcohol and marijuana, or no use. Multinomial logistic regressions estimated associations between time periods (categorized based on sample size: 2000-2005, 2006-2009, 2010-2014, 2015-2020) and the 5-level alcohol/marijuana measure. Models adjusted for sex, race, parental education and survey mode and included interactions of time periods and lifetime cigarette or vaped nicotine use.While overall SAM among 12th graders decreased from 23.65% to 18.31% between 2000 and 2020, SAM increased among students who never used cigarettes or vaped nicotine (from 5.42% to 7.03%). Among students who ever used cigarettes or vaped nicotine, SAM increased from 39.2% in 2000-2005-44.1% in 2010-2014 then declined to 37.8% in 2015-2020. Adjusted models controlling for demographics indicated that among students with no lifetime cigarette or vaped nicotine use, students in 2015-2020 had 1.40 (95% C.I. 1.15-1.71) times the odds of SAM, and 5.43 (95% C.I. 3.63-8.12) times the odds of marijuana-only (i.e., no alcohol use) compared to students who used neither in 2000-2005. Alcohol-only declined over time in both students who ever and never used cigarettes or nicotine vape products.Paradoxically, while SAM declined in the overall adolescent US population, the prevalence of SAM increased among students who have never smoked cigarettes or vaped nicotine. This effect arises because of a substantial decline in the prevalence of cigarette smoking; smoking is a risk factor for SAM, and fewer students smoke. Increases in vaping are offsetting these changes, however. Preventing adolescent use of cigarettes and nicotine vaped products could have extended benefits for other substance use, including SAM.

PurposeIncreased trapped heat in the atmosphere leads to global warming and economic activity is the primary culprit. This study proposes the nonlinear impact of economic activity on cooling degree days to develop a climate Kuznets curve (CKC). Further, this study explores the moderating role of higher education and renewable energy in diminishing the climate-altering effects of economic activity.Design/methodology/approachAll the selected BRICS economies range from 1992 to 2020. The CKC analysis uses a distribution and outlier robust panel quantile autoregressive distributed lagged model.FindingsResults confirmed a U-shaped CKC, controlling for population density, renewable energy, tertiary education enrollment and innovation. The moderating role of renewable energy and education can be exploited to tackle the progressively expanding climate challenges. Hence, education and renewable energy intervention can help in reducing CKC-based global warming.Research limitations/implicationsThis study highlighted the incorporation of climate change mitigating curriculum in education, so that the upcoming economic agents are well equipped to reduce global warming which must be addressed globally.Originality/valueThis study is instrumental in developing the climate change-based economic activity Kuznets curve and assessing the potential of higher education and renewable energy policy intervention.

The research intends to enlarge the environmental economics literature by displaying the probable mechanisms between green innovation, higher education, and sustainable development. In the context of a new era, sustainability faces challenging obstacles. Many studies have looked at fundamental factors affecting CO2 emissions, while the impact of green innovation and higher education is essential but mostly ignored. This study looked at 60 Belt and Road Initiative (B.R.I.) economies to see how factors, including green innovation, economic complexity index, I.C.T., and higher education, affect carbon emissions in the presence of sustainable development using annual data from 2000-2020. In order to calculate the persistence of the connection between the factors, this research uses the CS-ARDL. The results' robustness and reliability were examined using PMG estimation. The results indicate that the economic complexity index and urbanization positively impact carbon emission (CO2). Higher education (E.D.U.) has a significant positive impact in the short run and a negative effect in the long run-on carbon emissions. Similarly, information and communication technology (I.C.T.) and green innovation have a negative impact on carbon emission (CO2). Moreover, the results indicate that the moderate effect of green innovation with economic complexity index, information and communication technology, and higher education has a negative impact on carbon emission. The estimated coefficients also provide significant policy implications for the chosen and the other developing markets in designing an adequate route ahead to a sustainable environment.