PurposeThere has been a growing call regarding broad criteria for assessing qualitative methods' reliability and validity in international marketing (IM) research. In response, this study synthesizes the past literature to present an overarching, yet adaptable, trustworthiness verification framework for assessing the rigor of various qualitative methods used in IM.Design/methodology/approachThe paper draws on qualitative research from various disciplines. It uses content analysis to examine how trustworthiness is conceptualized in qualitative studies in International Marketing Review (IMR) from 2005 to 2019.FindingsThe analysis reveals that strategies to ensure rigor and trustworthiness of qualitative research in IMR are partially applied. There remain gaps in implementing quality criteria across the trustworthiness dimensions of credibility, transferability, dependability, conformability and ethics.Research limitations/implicationsThis paper highlights the importance of incorporating strategies for assessing the quality of qualitative research in IM research. Since the analysis only focused on IMR, future research should explore and test the framework in other IM and business journals to reach a broader consensus in assessing qualitative studies' rigor.Originality/valueIM researchers have yet to develop a consensus regarding broad criteria for assessing qualitative methods' reliability and validity. This paper is an attempt to fill this gap.
High school physics teachers often turn to various resources, including the Internet, as they search for engaging physics activities for their students. An important question, especially for new physics teachers, concerns the safety of these activities. Have safety issues been adequately addressed within these activities? The purpose of this article is to emphasize potential safety issues involving high school physics projects as well as to provide a checklist for physics teachers to use as they evaluate activities. If the activity is deemed to contain safety issues, physics teachers are encouraged to attempt to modify the activity to make it safe. If the activity cannot be modified for safety purposes, then it is recommended that the physics teacher search for a different activity. The intention of this article is to provide high school physics teachers with safety information that can be used in preparing safe, inquiry-based, hands-on, engaging and topic-appropriate physics activities for their students.
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