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In this article, we explore how biographical time is storied by a particular group of young athletes in relation to their experiences and expectations of embodied ageing. The data suggests that at present, as able and sporting bodies, their everyday experiences are framed by the cyclical, maximizing, and disciplined notions of time associated with the social organization of sport. In their middle years, however, it was perceived that time would be pressured. In contrast, when talking about old age, empty time and static time were expected. The ways in which three different narratives of self operate to shape the projected experiences of time for these individuals are highlighted, and the implications of this process for their ability to access diverse narrative resources of ageing is discussed.

We examine the relative efficacy of two theoretically distinct variables for predicting job satisfaction and turnover intentions for workers in nonprofit organizations. The first, perceived job characteristics, reflects the structure of jobs in terms of autonomy, skill variety, task identity, task significance, and feedback. The second, perceived organizational support, reflects the quality of the employee–organization relationship. We collected data from 196 full-time, nonprofit employees across two time periods, and we tested hypotheses using hierarchical regression and relative importance analysis. Results emphasize the significance of managing employees in a supportive manner and structuring jobs so that employees can work autonomously.

In this paper, we review recent developments in the fields of cognitive theory and risk in order to highlight generally overlooked dilemmas in entrepreneurship education. Such dilemmas concern the amount of planning necessary to succeed in creating a new business and the extent to which educators should boost students' intentions and self perceptions. We suggest that integrating research on entrepreneurial cognition and risk provides a theoretical perspective that enables the identification of these dilemmas and guides practice in a more effective and balanced way. We introduce two modes of thinking — analysis and intuition — and succinctly layout their implications in terms of risk throughout the different phases of the entrepreneurial process, including the development of entrepreneurial intentions and the passage to action. We then present an entrepreneurship education program conceived to develop both kinds of thinking and to minimize risks by providing students a knowledge-resource base that can enable them to critically examine their projects and then proceed down the road of transforming intentions into action if so desired. In presenting such a program, we show how a sequence of entrepreneurship education experiences may help to develop both the analytic and intuitive skills necessary to succeed in the different aspects of the entrepreneurial process.

This editorial is a call for action to make physical activity and sedentary behaviour messages inclusive. It focuses on disability. Numerous definitions of disability and ways of identifying as disabled exist across the globe. For example, some people, cultures, organisations, and governments prefer for certain reasons to use the term 'disabled people', whilst others prefer 'people with disabilities' or 'people with an impairment' [1]. Respecting difference in terminology used around the world [1], we align with the social model and thus use the term 'disabled people' throughout this editorial. Disability refers to people who have long term physical (e.g. spinal cord injury), sensory (e.g. visual impairment), cognitive (e.g. learning difficulties), and/or mental impairments (e.g. depression) which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others [2]. Despite the benefits of physical activity, many disabled people live insufficiently active lifestyles. They are also more likely to be inactive when compared with nondisabled people [2]. Recent UK physical activity guidelines for disabled people recommended doing strength activities on 2 or more days a week and at least 150 min of moderate-intensity aerobic physical activity each week for substantial health gains [2-4]. It was also stressed in the UK guidelines that some physical activity is better than nothing as small amounts bring health benefits and the 150 min message alone can be daunting, especially for disabled adults who are mostly inactive [1-4]. The new World Health Organisation global guidelines for physical activity and disability [5] echoed the UK guidelines, providing support for its recommendations. To maximise the impact of national and global physical activity guidelines, and reduce participation inequalities, inclusive and effective communication is vital [1]. Communicating physical activity recommendations and how to reduce sedentary time often includes simple but compelling messages. When it comes to tackling sedentariness, messages like these have and might be used: "Stand up, sit less", "Sit less, move more", "Move more. Sit less. Sleep better.", "Chairs are killer's", "Time to take a stand against inactivity", "Get Britain standing", "On your Feet Britain", "Now is the time to get up and get moving!", "Breaking up with your Chair", and "Swap sitting for moving" [6, 7]. However, such messages are ableist.

The value of the inclusion of social entrepreneurship in entrepreneurship education courses and programs is considered in light of the increase in social entrepreneurial ventures worldwide as well as changing business school requirements. Using a grounded learning theory approach as a foundation, we consider factors unique to social entrepreneurship and present a live case social venture which provides hands-on experience to students. Student comments regarding their learning through this experience are also included. Future directions for social entrepreneurship education pedagogy and research are discussed.

BackgroundThe second largest Ebola virus disease (EVD) outbreak began in the Democratic Republic of Congo in July 2018 in North Kivu Province. Data suggest the outbreak is not epidemiologically linked to the 2018 outbreak in Equateur Province, and that independent introduction of Ebola virus (EBOV) into humans occurred. We tested for antibodies to ebolaviruses in febrile patients seeking care in North Kivu Province prior to the EVD outbreak.MethodsPatients were enrolled between May 2017 and April 2018, before the declared start of the outbreak in eastern DRC. Questionnaires were administered to collect demographic and behavioural information to identify risk factors for exposure. Biological samples were evaluated for ebolavirus nucleic acid, and for antibodies to ebolaviruses. Prevalence of exposure was calculated, and demographic factors evaluated for associations with ebolavirus serostatus.ResultsSamples were collected and tested from 272 people seeking care in the Rutshuru Health Zone in North Kivu Province. All patients were negative for filoviruses by PCR. Intial screening by indirect ELISA found that 30 people were reactive to EBOV-rGP. Results were supported by detection of ebolavirus reactive linear peptides using the Serochip platform. Differential screening of all reactive serum samples against the rGP of all six ebolaviruses and Marburg virus (MARV) showed that 29 people exhibited the strongest reactivity to EBOV and one to Bombali virus (BOMV), and western blotting confirmed results. Titers ranged from 1:100 to 1:12,800. Although both sexes and all ages tested positive for antibodies, women were significantly more likely to be positive and the majority of positives were in February 2018.ConclusionsWe provide the first documented evidence of exposure to Ebola virus in people in eastern DRC. We detected antibodies to EBOV in 10% of febrile patients seeking healthcare prior to the declaration of the 2018-2020 outbreak, suggesting early cases may have been missed or exposure ocurred without associated ...