Health disparities are pervasive in the United States; but among Hispanics, access to health care is encumbered by poverty, lack of insurance, legal status, and racial or minority status. Research has identified certain aspects of Hispanic culture, values, and traditions contributing to the nature of the Hispanic patient-doctor relationship and the quality of the health care service. Current educational efforts by nonprofit organizations, government, health professionals, and pharmaceutical manufacturers fail to address the needs for accessible and appropriately culture-sensitive information when approaching the diverse Hispanic community. Understanding Hispanics' consumptive practices and expectations surrounding medications is critical to the success of many treatment regimens. Recommendations are presented to address this health care issue.

The ability to communicate effectively is an essential skill for graduates of Masters of Business Administration (MBA) programmes; however, as synchronous hybrid learning becomes more common, business schools may find it challenging to assess students' proficiency in this core area. An additional layer of complexity is added by the burgeoning enrolment of international students in this technology-enriched learning environment. The objective of this exploratory study was to examine the relationships among attendance mode (online vs. on-campus), student nationality (domestic vs. international) and oral communication assessment scores in a synchronous hybrid MBA programme. Quantitative data from 202 hybrid MBA students collected over 12 semesters revealed domestic students were rated as more proficient orators than international students when assessed face-to-face. These results, however, were not replicated when students were assessed in a synchronous online environment. Furthermore, the results indicated that international students received higher scores when their oral communication skills were assessed online compared to face-to-face. Conversely, domestic students who were assessed face-to-face had higher mean scores than the domestic students who were assessed online. The findings are discussed with respect to teaching and learning in hybrid environments, technology-mediated assessment design and accreditation practices in non-traditional programme delivery modes.

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The study tests the application of combining attribution theory and the explanatory style models of Abramson, Seligman and Teasdale (1978) and Weiner (1979Weiner ( , 1986 to entrepreneurial situations, specifically venture failure. Data support the conclusion that attributional explanatory style does relate to the perceived outcomes of a failed venture, specifically, the four areas of risk identified by Liles (1974) as being influenced by the entrepreneurial startup-financial well-being, career opportunities, family relations, and self-esteem. Because of the possible difficulty in abstracting singular causal relationship concerning attribution, overall explanatory style may be more influential for how individuals interpret events and behaviors and make causal explanations for answering why things happen. In this study, an overall explanatory style of external, unstable, specific, and uncontrollable attributions was associated with more positive perceived outcomes related to all the four areas of risk in the context of a failed entrepreneurial venture.RéSUMé. Cette étude examine l'application conjointe de la théorie de l'attribution et des modèles explicatifs d'Abramson, Seligman et Teasdale (1978) et Weiner (1979) à des situations entrepreneuriales, plus pré-cisément l'échec des entreprises. Les données confirment que le modèle explicatif de l'attribution est lié aux résultats perçus de l'échec d'une entreprise, plus précisément aux quatre domaines de risque identifiés par Liles (1974) qui sont influencés par le démarrage d'une entreprise : le bien-être financier, les possibilités de carrière, les relations familiales, et l'estime de soi. À cause de la difficulté possible d'établir un lien de causalité simple au sujet de l'attribution, le modèle explicatif général pourrait avoir plus d'influence sur la façon dont les individus interprètent des évènements et des comportements et élaborent des explications causales en réponse à pourquoi certaines choses se produisent. Dans cette étude, un modèle explicatif général d'attributions externes, instables, particulières et incontrôlables était associé à une perception positive des résultats obtenus pour ce qui est des quatre domaines de risque dans le contexte de l'échec d'une entreprise.