The purpose of this project was to survey rural, minority, and underserved Alabamians regarding their perceptions of COVID-19 information, testing, and vaccination. Community health workers surveyed 3721 individuals from October 20-December 31, 2020. Participants came from 46 of Alabama's 67 counties (35 rural and 11 urban counties) and were largely Black (69.6%), female (56.5%), and between the ages of 40-59 years (34.8%). The majority of respondents reported that recommendations from public health agencies were easy to understand, information on COVID-19 was easy to find, and they felt confident in keeping themselves safe from infection. Most also reported they would get tested for COVID-19 if they had been exposed to someone who tested positive. Hesitancy to receive a COVID-19 vaccine was very high among all respondents; only 38.7% said they would be vaccinated. Significant differences by sex, race/ethnicity, age, and/or rural/urban status were seen for all survey items. Findings from this survey differ from other published studies and will be of interest to states with large rural, underserved, and minority populations as they tailor messaging for those most vulnerable. Findings also are now validated by Alabama's poor response to vaccine administration, which falls far short of the national vaccination rate, putting Alabamians at even greater risk. Building vaccine confidence among low vaccine populations remains challenging yet is imperative, especially for those populations with preexisting economic, social, and physical conditions that place them at continued high risk for COVID-19 infection.

Within this group are second generation Australians, who were born in Australia or New Zealand, but whose parent or parents were born in Samoa. Unfortunately, many second generation Australians of Samoan descent have not experienced the education and employment opportunities that prompted their parents' migration to Australia (Cuthill & Scull, 2011; Kearney & Glen, 2017). Instead, those with New Zealand citizenship, whose parents are unable to meet the qualifying criteria for permanent residence in Australia, have been marginalised and excluded by a series of legislative shifts since 2001 (Hamer, 2014; Kearney & Glen, 2017), affecting their access to certain social security payments and eligibility for the Higher Education Contribution Scheme (HECS)a loan scheme available for Australian students to complete university studies.

This article concerns non-traditional students’ involvement in Australian higher education. It aims to deepen understanding of enabling and constraining factors for this group’s retention, through an in-depth case study of a non-traditional student’s university experience. The study is underpinned by principles of phenomenology, hermeneutics and idiography with data analysis involving an inductive coding process and a thematic analysis. Findings draw attention to the need to provide support for non-traditional university students in developing a sense of connectedness and resourcefulness. The study makes an original contribution to knowledge by challenging the assumption that western theories of psychology, which privilege an individualist perspective, adequately explain and predict behaviours of non-traditional students who are members of collective social systems. It emphasises the need for researchers and practitioners to adopt an interpretative stance that accommodates a collectivist perspective. Without this approach, student behaviours may be misinterpreted and their circumstances may be unfairly undervalued.

Australia is a culturally diverse country with increasing numbers of people with Samoan heritage immigrating in search of better educational and employment opportunities. Indicators such as under-representation in university courses and employment outcomes point to adaptation difficulties for many second generation Australians with Samoan heritage, setting them apart from some other immigrant groups in Australia. This paper aims to provide a better understanding of the experiences of this Samoan cohort of young people and to suggest ways or pathways to better opportunities and outcomes. This is achieved through content analysis of eleven in-depth interviews. The findings reveal two key themes: protective factors for strong cultural identity and social connectedness; and constraints on educational opportunities. Findings also showed that some interactions with churches, friends and parents constrain educational opportunities. The paper concludes by reflecting on a suggestion that parents of Samoan young people reconsider traditional practices that might limit communicative interactions with their children. It also recommends a collaborative response from parents, families and church groups to help resolve competing demands on young people of Samoan heritage in Australia.

Clinicians in ambulatory care are likely seeing veterans regularly without knowing it. In fact, most practices are not screening for military service, and most veterans do not divulge their military service without being asked. Veterans experience unique stressors during their service, placing them at risk for long-term health issues, including emotional health and psychiatric problems. Incorporating screening for military service into the health history for all patients and including military health history questions for those who screen positive is important. A basic knowledge of military culture and understanding the common mental and behavioral health issues veterans face is also helpful.