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Encouraging patient involvement is a cornerstone of many healthcare interventions and decision-making models to ensure that treatment decisions reflect the needs, values, and desires of patients. Involved patients are thought to be empowered patients who feel a sense of efficacy in regards to their own health. However, there is a lack of understanding of how patients relate to empowerment and involvement and, most importantly, how these constructs relate to one another in patients’ decision-making experiences.

Through an inductive analysis, this chapter draws on qualitative interviews of women diagnosed with breast cancer prior to 40 years of age (n = 69).

By examining the intersection of how patients define their own involvement in treatment decisions and their sense of empowerment, we find four orientations to decision-making (Advocates, Bystanders, Co-Pilots, and Downplayers) with involvement and empowerment being coupled for some respondents, but decoupled for others.

Our findings suggest expanding what it means to be an “active” patient as respondents had multiple ways of characterizing involvement, including being informed or following their doctor’s advice. Our findings also suggest a more critical examination of the origins and potential downsides of patient empowerment as some respondents reported feeling overwhelmed or pushed into advocacy roles. The sample was disproportionately higher socioeconomic status with limited racial/ethnic diversity. Empowerment and involvement may be enacted differently for other social groups and other medical conditions.

By examining first-person patient narratives, we conclude that patients’ experience may not fully align with current academic or clinical discussions of patient involvement or empowerment.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

There has been a massive, revolutionary change over the past two decades in the travel and tourism industry. Mobile technology offers privileges to consumers in order to identify, customize and purchase tourism products and support the globalization of the industry by providing tools for developing, managing and distributing beneficiaries worldwide. These diligent advancements in mobile technology have made it extremely easy for everyone to know instantly as much about the world as they want. The use of smartphones, tablets and mobile devices has empowered global tourists with more flexibility, options and freedom to explore places than ever before. For that reason, mobile technology is a perfect fit for travel and tourism that plays an important role in massive cultural shift of consumer behaviour. All over the world, businesses are struggling to adapt to that incredible spread and impact of mobile technology and in the future, the technology will go on developing and adapting, as well. As mobile technology has been evolving rapidly and spreading across multiple tourism sectors, it is pivotal to take into account its role in creating innovative experiences for consumers and fostering a sustainable competitive advantage for suppliers in the tourism industry. Though mobile evolution has contributed to enhancing the travel factor at large, not much is known about how it has affected the tourism development. Finding this information is crucial for a deeper understanding of how consumers are using tourism-related mobile technology before, during and after their trip. It could provide meaningful perceptions to meet their expectations and to enhance their travel experiences. Therefore, this chapter aims to identify the potential of mobile technology in several businesses in the tourism sector providing guidance to understanding its role to enhance value creation in the future.

This chapter provides case illustrations at the sub-regional creative hubs from East to West, and North to South Africa. Starting off with a broad overview of creative hubs – notably African Tech Hubs, and how they have been at the forefront of culture and innovation on the continent, the chapter moves on to discuss a few examples from the Co-Creation Hub in Lagos Nigeria to the South African Cultural Observatory, Starplace Hub and Playable City Lagos. A Sectoral Journey in other Places & Spaces is also undertaken from the African Literature sub-sector to the Music and Fashion sub-sectors. Finally, a selection of Art Galleries and Cultural Centres such as The Bruce Onobrakpeya Foundation and the Nike Center for Art and Culture and the Dak’Art Biennial, Dakar, Senegal are highlighted alongside the Kó Art Space, Lagos, Nigeria.

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.

The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.

This chapter explores the concept of authenticity in the context of today’s highly competitive hospitality industry. Drawing on the multi-sited ethnographic case study of Ziferblat, the world’s first pay-per-minute cafe franchise, the author examines how the imperative of authenticity is addressed by small international enterprises falling in between the categories of chain and independent. By tracing how Ziferblat’s original concept, shaped by the personal and socioeconomic background of its founder, was subsequently transformed by the local teams and adapted to different cultural-geographical contexts, this chapter adds new empirical evidence to the dynamic and pluralistic notion of multiple authenticities.

Purpose – This chapter has three major points. First, I present the legal context that guides pediatric clinical interactions in the United States. Second, I argue that pediatric care is incomplete if the child patient is not identified as a knowledgeable and serious resource, thereby illustrating the concept called child inclusion. Third, it recognizes the child as a research participant.

Methodology – This chapter will present an argument for the concept of child inclusion by presenting limited data from research at a private clinic in the state of Florida, USA. It will present recommendations for the inclusion of children in the pediatric setting and comment on the child-centered method used for this research. The concept of child inclusion acknowledges the agency of a child in health care and places the child at the forefront of research. It presents qualitative data from ongoing research on indicators for child inclusion in a pediatric clinical setting, assuming that such indicators can only manifest in a partnership model of clinical interaction, where physician authority does not dominate clinical care and patients are actively involved in the negotiation of their health care.

Findings – I present recommendations for the inclusion of children in the pediatric setting and comment on the child-centered method used for this research. The concept of child inclusion acknowledges the agency of a child in health care and places the child at the forefront of research. This work calls for the child to no longer be in the background of pediatric care and social science research.