Tourism transformation must bring an actionable focus on equity.A new normal openly recognizes the crises and tensions inhabiting tourism well before the COVID-19 pandemic along with the holistic and integrated nature of a pro-equity agenda. A resilient post-pandemic tourism must be more equitable and just, in terms of how it operates, its effects on people and place, and how we as scholars teach, study and publicly engage the travel industryparticularly in preparing its current and future leaders. A commitment to equity is about making specific changes in practices and decisions at multiple levels, along with growing a wider ethical framework. This pivot of a mindset requires us, as tourists, corporations, and educators to step away from a selfish perspective and critically change our perception and understanding of tourism to a truly equitable focus. Consequently, these actions force us to question the consumerism and capitalistic lens that has contributed to mass growth across the touristic landscape and instead, choose a system that fosters sustainable and equitable growth -which in turn, 'slows down' our ways of consuming the world around us -transforming our values and experiences of what tourism is and should be.

Compared with screen-film mammography, the use of digital mammography for screening examinations significantly shortened acquisition time but significantly increased interpretation time. In addition, more technical problems were encountered that delayed the interpretation of digital cases.

Aim/Purpose: This study explores PhD students’ transition into graduate school, which can be a challenging experience for many. Background: Using photographs and in-depth interviews, this study provides nuanced insight into influences on first-year PhD students’ lived experiences, with a specific focus on these students’ perceptions of doctoral student well-being. Methodology: Twenty-nine first-year biomedical science PhD students from 15 research institutions were asked to take photographs (Participant Produced Images) to illuminate significant influences on their research skill acquisition. The participant-produced photographs were discussed within in-depth phone interviews allowing for a deeper understanding of their lived experiences. Contribution: While students were asked to identify factors influencing their research skill acquisition, unexpectedly, what emerged from these data was students’ clear focus on their concern for their physical and mental well-being. The researchers posit that students’ ability to create a “work-life balance” is the foundation of doctoral student success, especially in the early years of doctoral training. Findings: Findings suggest that it is essential to create a PhD culture in which students feel valued, supported, and nourished, both physically and mentally, for them to develop into successful researchers, teachers, and mentors. Recommendations for Practitioners: Findings suggest that doctoral programs must support a more collaborative work environment for students and help novice students create a work life balance, perhaps by encouraging them to pursue stimulating or fun activities outside their school environment. It is imperative for doctoral students to be confident during their doctoral studies, as a lack of confidence tends to breathe life into poor work habits that stymie well-being and happiness. Recommendation for Researchers: If doctoral programs support a culture that facilitates student well-being, those programs will likely produce happier researchers and teachers who see scholarship and learning as fun. This positive mindset is likely to cascade down within their learning environments and foster positive and productive scholarship and instruction. This mindset and paradigm shift will set a significant precedence for future doctoral learners. Impact on Society: This study encourages and advances timely and “actionable” dialogue around how to better support doctoral students’ sense of well-being, especially in science disciplines. Future Research: Given study results, exploring mental health and well-being issues with faculty can help elevate mental health awareness in academia.

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