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Identifying factors that may influence aflatoxin exposure in children under 5 years of age living in farming households in western Kenya. We used a mixed methods design. The quantitative component entailed serial cross-sectional interviews in 250 farming households to examine crop processing and conservation practices, household food storage and consumption and local understandings of aflatoxins. Qualitative data collection included focus group discussions ( 7) and key informant interviews ( 13) to explore explanations of harvesting and post-harvesting techniques and perceptions of crop spoilage. The study was carried out in Asembo, a rural community where high rates of child stunting exist. A total of 250 female primary caregivers of children under 5 years of age and thirteen experts in farming and food management participated. Study results showed that from a young age, children routinely ate maize-based dishes. Economic constraints and changing environmental patterns guided the application of sub-optimal crop practices involving early harvest, poor drying, mixing spoiled with good cereals and storing cereals in polypropylene bags in confined quarters occupied by humans and livestock and raising risks of aflatoxin contamination. Most (80 %) smallholder farmers were unaware of aflatoxins and their harmful economic and health consequences. Young children living in subsistence farming households may be at risk of exposure to aflatoxins and consequent ill health and stunting. Sustained efforts to increase awareness of the risks of aflatoxins and control measures among subsistence farmers could help to mitigate practices that raise exposure.

Objective : to identify the dialectical contradiction between geo-economy and neoliberalism under the increasing geo-economic competition and the changing nature of international economic policy, the essence of which in practice manifests itself in the simultaneous course of two multidirectional processes – globalization and regionalization. Methods: to achieve the research goal, mainly qualitative methods of analysis and mixed (interdisciplinary) approaches were used, providing a deep understanding of modern economic processes. They include a historiographical overview, analysis of key geo-economic projects and policy instruments, as well as a study of the conflict between neoliberal and geo-economic paradigms. Results : the multidimensional nature of the “geo-economy” concept is revealed; the essence of the conflict between neoliberalism and geo-economics at the present stage is shown. The main trend of geo-economic policy is revealed: foreign economic activity of many countries, despite its neoliberal component, is increasingly based on geo-economic policy to achieve global influence through the latest technologies, dynamic innovations and ensuring the country security. The main projects of geopolitical actors (the Chinese “One Belt, One Road” initiative, the European “Global Gateway” program) focus on geo-economic relations and strengthening strategic positions and technological sovereignty. The main instruments of geo-economic policy are identified. Scientific novelty : for the first time, the dialectical contradiction between geo-economy and neoliberalism was systematically investigated, which allowed the development of methodological tools for analyzing modern global economic processes. Practical significance : the study results can be used to develop a foreign economic policy that takes into account the balance between globalization and regionalization, as well as to assess the effectiveness of geo-economic instruments in the face of modern challenges. The main conclusions can also be used to study modern global processes in the global economy and politics.

Background Determining risky behaviours of adolescents provides valuable information for designing appropriate intervention programmes for advancing adolescent’s health. However, these behaviours are not fully addressed by researchers in a comprehensive approach. We report the protocol of a mixed methods study designed to investigate the health risk behaviours of Moroccan adolescents with the goal of identifying suitable strategies to address their health concerns. Methods We used a sequential two-phase explanatory mixed method study design. The approach begins with the collection of quantitative data, followed by the collection of qualitative data to explain and enrich the quantitative findings. In the first phase, the global school-based student health survey (GSHS) was administered to 800 students who were between 14 and 19 years of age. The second phase engaged adolescents, parents and teachers in focus groups and assessed education documents to explore the level of coverage of health education in the programme learnt in the middle school. To obtain opinions about strategies to reduce Moroccan adolescents’ health risk behaviours, a nominal group technique will be used. Discussion The findings of this mixed methods sequential explanatory study provide insights into the risk behaviours that need to be considered if intervention programmes and preventive strategies are to be designed to promote adolescent’s health in the Moroccan school.

This paper proposes a combination of text mining and acceptance research as a methodological approach (“acceptance mining”) to facilitate the development of innovative technologies in niches. At the example of recharging infrastructures for electric vehicles, the approach is explored on a sample of over 20,000 user comments collected from social media and discussion forums. The results indicate that acceptance mining provides valuable insights into the demands of the public during all phases of niche development which allow shaping niches in socially acceptable ways. In particular, the method reveals requirements and risks of niche-development measures such as shielding, nurturing, and empowering niches as perceived by the public. The results are discussed regarding the potentials of acceptance mining for developing innovations in niches as well as its limitations and possibilities for optimization. Acceptance mining and its application to a case study are especially of interest for researchers and practitioners involved in niche development; the study results provide valuable insights for professionals engaged in developing recharging infrastructures for electric vehicles.

I discuss the use of quantitative, qualitative, and collaborative methods to document and operationalize Indigenous ecological knowledge, using case studies from the Nepalese Himalaya and Great Basin. Both case studies applied results to natural and cultural resource management and interpretation for the public. These approaches attempt to reposition the interview subjects to serve as active contributors to the research and its outcomes. I argue that the study of any body of Indigenous knowledge requires a context-specific methodology and mutually agreed upon processes and outcomes. In the Nepalese Himalaya, I utilized linked quantitative and qualitative methods to understand how tourism influenced Sherpa place-based spiritual concepts, species, and landscape knowledge inside Sagarmatha (Mount Everest) National Park and Buffer Zone. In this method, Sherpa collaborated in the development of the research questions, the design, and in the review of results. The research in the Great Basin employed collaborative qualitative methods to document Numic (Southern Paiute and Western Shoshone) ecological knowledge of federal lands within their ancestral territory and attempted to piece together fragmented and contested histories of place. In this method, Numic peoples collaborated on the development of research questions and design; however they also conducted most of the interviews. In both cases, I selected particular suites of methods depending on the context and created forums for the translation of this information to applied outcomes. The methods were also improved and innovated through praxis.

Mixed methods research involves the combined use of quantitative and qualitative methods in the same research study, and it is becoming increasingly important in several scientific areas. The aim of this paper is to review and compare through a mixed methods multiple-case study the application of this methodology in three reputable behavioural science journals: the Journal of Organizational Behavior , Addictive Behaviors and Psicothema . A quantitative analysis was carried out to review all the papers published in these journals during the period 2003–2008 and classify them into two blocks: theoretical and empirical, with the latter being further subdivided into three subtypes (quantitative, qualitative and mixed). A qualitative analysis determined the main characteristics of the mixed methods studies identified, in order to describe in more detail the ways in which the two methods are combined based on their purpose, priority, implementation and research design. From the journals selected, a total of 1,958 articles were analysed, the majority of which corresponded to empirical studies, with only a small number referring to research that used mixed methods. Nonetheless, mixed methods research does appear in all the behavioural science journals studied within the period selected, showing a range of designs, where the sequential equal weight mixed methods research design seems to stand out.

Where does the International Political Science Review (IPSR) stand in relation to the hierarchies of knowledge in the discipline? IPSR is the journal of the International Political Science Association and a well-established journal in the discipline of Political Science. The journal has been published since 1980 and in 2016 ranked 54 out of 163 journals in the field. Mapping IPSR’s profile can help us understand the changing thematic, epistemological and methodological preferences within the world of political science. This report maps the distribution of methodological techniques across 152 issues of IPSR, by analysing the abstracts of every article published between 1980 and 2015. In doing so, it aims to provide a clearer picture of the methodological approaches used by political scientists and endorsed by the political science community as acceptable scientific modes of knowledge making.

Understanding our learning needs is fundamental for safe, effective and knowledge-based medical practice and facilitates life-long learning. A mixed methods study investigated fourth-year medical students' self-perceived understanding of their learning needs using 1] a visual scale, before and after a four-week module in Ageing and Health (A&H) and 2] through focus group discussions. During 2013-14 academic year, all students (252) were invited to use a Visual Analogue Scale (VAS) tool to self-assess their learning needs that were linked to Ageing and Health curriculum learning outcomes. Assenting students (197 at pre-self-assessment, 201 at post-assessment) returned anonymous Visual Analogue Scales, self-assessing history-taking skills, examination skills, knowledge of medication use, co-morbidity, nutritional and swallowing assessment responses, before and after the A&H module. Three student focus groups explored whether completion of the VAS self-assessment had prompted improved self-awareness of their learning needs. The VAS responses increased for each curriculum domain with significant differences between the pre-and post responses - for the student-year-group. Nutritional and swallowing knowledge showed the greatest improvement from a self-assessed low baseline at entry. Focus-group students generally viewed the VAS tool positively, and as an aid for prompting consideration of current and future clinical practice. Some students recognised that 'a need to be ready-for-work' focused engaged learning; others demonstrated self-regulated learning through self-motivation and an action plan. The Visual Analogue Scale quantitative responses showed increased student-self-perceived learning for each curriculum domain at fourth-year completion of the A&H module, suggesting that prompting self-assessment had increased students' knowledge and skills. Focus group students saw the VAS tool as useful for prompting awareness of their current and future learning needs. Additional educational strategies should be explored to enable all students to self-reflect and engage effectively on their learning needs, to gain the skills for the maintenance of professional medical competence. Abbreviations: A&H: Ageing and Health Module; e-portfolio: an electronic version of an evidence portfolio, which allows medical students and graduates to reflect and document learning and competencies; F1: year1 of post-graduate medical clinical training; GMC: General Medical Council-the regulation organisation for maintaining standards for doctors in UK; Logbook: usually a written document which can be used to record procedures and attendance at clinics or case-based discussions and can be used to set learning outcomes and to structure teaching in clinical settings for medical students and doctors; PDP: personal development plan is used to plan future learning and skills needs for work and education with an plan for action/s outcome; SPSS: Statistical Package for the Social Sciences; VAS: Visual Analogue Scale is a visual method of describing an experience.

Scientific quality and feasibility are part of ethics review by Institutional Review Boards (IRBs). Scientific Review Committees (SRCs) were proposed to facilitate this assessment by the Clinical and Translational Science Award (CTSA) SRC Consensus Group. This study assessed SRC feasibility and impact at CTSA-affiliated academic health centers (AHCs). SRC implementation at 10 AHCs was assessed pre/post-intervention using quantitative and qualitative methods. Pre-intervention, four AHCs had no SRC, and six had at least one SRC needing modifications to better align with Consensus Group recommendations. Facilitators of successful SRC implementation included broad-based communication, an external motivator, senior-level support, and committed SRC reviewers. Barriers included limited resources and staffing, variable local mandates, limited SRC authority, lack of anticipated benefit, and operational challenges. Research protocol quality did not differ significantly between study periods, but respondents suggested positive effects. During intervention, median total review duration did not lengthen for the 40% of protocols approved within 3 weeks. For the 60% under review after 3 weeks, review was lengthened primarily due to longer IRB review for SRC-reviewed protocols. Site interviews recommended designing locally effective SRC processes, building buy-in by communication or by mandate, allowing time for planning and sharing best practices, and connecting SRC and IRB procedures. The CTSA SRC Consensus Group recommendations appear feasible. Although not conclusive in this relatively short initial implementation, sites perceived positive impact by SRCs on study quality. Optimal benefit will require local or federal mandate for implementation, adapting processes to local contexts, and employing SRC stipulations.

Engineering design is considered an effective means for developing engineering technical skills. Normally, engineering design is conducted in teams and is a collaborative open-ended approach under constraints. This nature of engineering design involves engagement of several interpersonal, cognitive, and management skills or competencies such as teamwork, communications, decision making, problem solving, etc. While modern engineers are supposed to be technically competent, they need to posses a wide set of interpersonal, cognitive, and management competencies to function effectively in the workplace. Increasingly there has been more deployment of engineering design competitions (EDCs) in engineering education to address some gaps in current curricula system. In this study, the impact of a complex engineering design competition on developing 21st century competencies of engineering and technology talent is investigated. A mix of quantitative and qualitative methods in the approach to self-reporting perceptions were utilized. Data was collected through interviews from students and faculty, and through surveys from students. Triangulating quantitative and qualitative data from students and faculty indicate that the investigated EDC have positive impact on a large set of 21st century engineering and technology competencies, this has been consistent across groups of students from the EU, Middle East, and Asia, as well as across genders. This is one of the few available investigations that sheds light in further depth on the impact of engineering design on non-technical skills.