<b>Background:</b> Health care providers’ (HCP) advice for lifestyle modification is critical in the management and treatment of hypertension among adults. However, recent examination of the differences in receiving advice for lifestyle modification from HCP to adults with hypertension (HTN) by sociodemographic characteristics is limited.<br /> <b>Materials and methods:</b> Data were obtained from the 2017-2018 national health and nutrition examination survey (n=1,524; representing 57 million Americans). HCP advice on lifestyle modification was defined in four categories (advice to control/lose weight, exercise, reduce salt in diet, and reduce fat/calories). Sociodemographic differences by HCP advice were evaluated using weighted adjusted logistic regression models for each outcome.<br /> <b>Results:</b> Among the sample of adults with HTN, 42.3% received HCP advice to lose weight, 59% received advice to exercise, 49.2% received advice to reduce salt, and 46.4% received advice to reduce calories. Black (vs. White) adults with HTN had about twice and thrice higher odds of receiving HCP advice to exercise and reduce salt, respectively (95% CI: 1.12-2.51, 1.73-3.81). Adults aged 40-64 (vs. aged 18-39) had twice higher odds of receiving advice to lose weight (95% CI: 1.25-4.10). Adults who had no health insurance coverage (vs. those with health insurance coverage) had lower odds of receiving HCP advice to reduce calories/fat (OR: 0.53, 95% CI: 0.29-0.96).<br /> <b>Conclusion:</b> HCPs are generally not advising lifestyle modification for the U.S. adults with HTN, and the likelihood of receiving advice differs by sociodemographic characteristics. HTN treatment and control strategies should prioritize HCP increasing lifestyle modification advice and equity in care for the U.S. adults.

Globally, collegiate students possess distinct drives, opportunities, and constraints that influence their choices regarding if, when, and where to study abroad. This research explored the study abroad motivations of US students who were studying in other countries as well as international students who were studying in the US. Data was collected using a cross-sectional survey constructed from pre-existing study abroad motivation instruments. Human capital theory and the push-pull model of international education flow were used as the theoretical frameworks grounding this study’s survey. A principal components analysis helped determine the most parsimonious number of latent motivation constructs in the survey. Using independent samples t-tests, significant differences were found in motivations related to language learning, academic enrichment, avoiding social limitations, and aspiration to work in host country; these factors were significantly higher among international students as compared to US students. An ordinary least squares (OLS) regression analysis found that when holding all other independent variables constant, international student status significantly predicted language learning as a study abroad motivation. This study’s results offer insight on how colleges and universities can craft global experiences suited to students’ desires to study outside their home country. It also brings awareness to the role of country of origin in motivational factors when studying abroad and encourages stakeholders to consider the importance of cultural and national background when engaging students in these opportunities.

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This study used the Survey of Earned Doctorate, World Bank economic data of the student’s home country, and Hierarchical Linear Modelling analysis to examine the effects of financial factors and home-country macroeconomic indicators on international doctoral student’s labor market destination. This study found that wealth disparities and economic opportunities in the home country impact on international doctoral student outcomes. We find that higher GNI per capita was associated with decreased likelihood of remaining in the United States. We find that higher unemployment rates in the home country significantly increased the likelihood of choosing to remain in the United States. The study also identified factors impacting international doctoral recipients in the United States across regions and economies of the home country.

About 1.1 million international students were enrolled in U.S. institutions in the 2019–2020 academic year (Institute of International Education, 2021). Given limited work visas and the ever-changing political climates that impact migration, most international students will return to their home countries and will be unable to remain connected with alumni activities in their former host countries. A few institutions have attempted to maintain relationships with these former international students through their alumni relations office. The book <em>Engaging International Alumni as Strategic Partner</em>s offers innovative ideas and approaches on how institutions can effectively develop, grow, and sustain such programs of engagement and why institutions should be strategic in their engagement with international alumni.