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An increasing number of U.S. military veterans are entering postsecondary education with problems attributed to deployed military service. The primary objective of this research was to describe the lived experiences of student veterans transitioning from active military service to postsecondary education. Phenomenological interviews were performed with 13 student veterans who had transitioned from military deployment to postsecondary education. An overall essential meaning of "emerging in college culture" was manifested from three themes, supported by rich textural and structural descriptions of student veterans' experiences: (1) repurposing military experiences for life as a student veteran, (2) reconstructing civilian identity, and (3) navigating postsecondary context and interactions. These findings highlight implications that may facilitate occupational therapists' efforts in supporting the needs of student veterans.

In order to look across three cultures at the meanings of celebratory food preparation for older women, researchers in Thailand, America and New Zealand collaboratively designed a derived etic method that respected each culture while allowing cultural comparison of food-related occupations. Anticipating differences in practices at each site, the inquiry broadly addressed who was involved, the tasks of preparing, sharing and offering food, and the physical and social contexts in which the tasks were performed. A seven-step process emerged with alternating collaborative action to design the study and advance analysis, undertake site-specific data collection and analysis of emic and later, conduct etic interpretation. Strategies to support collaboration, address issues relating to translation of data and analysis, and minimize domination of the western researchers are reported, along with critical examination of the method as enacted. Challenges and benefits of working as an international collaboration are identified.