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The observation by the authors, based on their extensive experience working in K-8 public schools in the region showed the special needs classrooms catering to children with exceptionalities such as Autism Spectrum Disorder (ASD), Intellectual Disability (ID) and Emotional Disturbance (ED) are typically makeshift arrangements with no consideration given to students' unseen sensory needs. A thorough literature review indicates that there are no holistic design guidelines in place to meet the sensory needs of students with ASD, ID and ED. This study seeks to address this gap by providing considerations to meet the sensory needs impacting these students' focus, behavior and classroom engagement with course content and peers.

Sensory design guidelines were established utilizing a qualitative method, providing a foundation for the development of classroom prototypes that address the sensory needs of students with ASD, ID and ED.

The new guidelines, which correlated interior design strategies with the sensory needs of children with ASD, ID and ED, and the resulting prototypes provide a basis for the further development of design standards and takes designers closer to creating more conducive and inclusive environments.

This study reinforced the belief that these recommendations should be considered in the school-wide design. Many students can be included with their typical peers for all or part of their school day if space has been designed to accommodate their differences.

This study bridges the gap while documenting the correlation between design factors and sensory needs of students with exceptionalities, in this case, ASD, ID and ED.

The staffing of the county libraries proceeds apace and all kinds of appointments are reported. It is rumoured that a retired army man has been selected in one case and a school teacher in another, both of whom, without special library experience, will be entrusted with the organisation of their respective library schemes. It is further reported that a discussion among Directors of Education brought forth the opinion that trained men were not necessary on these jobs, “men of commonsense” being preferred.

This chapter uses an analytic procedure to uncover how Saddam Hussein made his past decisions, and the decision rule(s) Saddam adopted in choosing his actions. In analyzing Saddam, a leader who was considered one of the most formidable enemies of the Western world, this study utilizes official recordings captured at the Iraq war, which provide a reliable source of information. This chapter adds to the literature on the use of applied decision analysis (ADA) in analyzing leaders’ decisions.

Specifically, an emphasis is placed on the importance of understanding the process that led Saddam Hussein to his key decisions, in order to create his decision profile. Decision profiles describe the decision rules and models that are used by decision-makers en route to choice and can help understand and predict decisions of world leaders. I use the ADA procedure to examine key foreign policy decisions made by Saddam Hussein. Finally, after thoroughly examining each of these decisions, I attempt to uncover what decision rule Saddam used, and elaborate on the implications and recommendations of my analysis.

Post-apartheid Africa and post-Soviet Georgia implemented a variety of education reforms since the 1990s. Many of these reforms exhibit recognizable similarities despite the significant contextual differences between the two countries. This paper examined the school decentralization process framed by the world culture theory and compared how the enactment of reforms was influenced by country contexts. It focused on the development of regional administrative units and school governance in these two countries to illustrate how specific reforms may have structural similarities but be functionally different. The scope and depth of the functions of new educational structures also play an important role in understanding how they respond to local needs.

Despite the importance of brokers in creative projects, limited attention has been devoted to the micro-interactions by which brokers induce others’ collaboration while simultaneously retaining some control over creative production. Building on an interactionist perspective, we develop the concept of brokerage style – i.e., a recognizable pattern in the ways in which a broker interacts with others. By using different brokerage styles in different phases of a creative project, brokers can orient the social interactions among project participants, “charging” those interactions with different types of emotional energy and mutual attention, eventually inducing collective collaboration and limiting participants’ expectations of control. We illustrate our interactionist model of brokerage styles with examples from the music and TV industries.

Business corporations (and unincorporated joint-stock companies) formed in Britain and the United States in the eighteenth century and the first half of the nineteenth century were lightly regulated by today’s standards and, as startups, sold equity directly to investors without the aid of intermediaries, yet they suffered relatively few governance breakdowns. That is because republican government-style checks against the arbitrary power of any group of stakeholders (managers, blockholders, directors) suffused their founding documents (charters/constitutions, articles of agreement, bylaws), raising the expected costs of defalcation above the expected benefits. Over the latter half of the nineteenth century, however, the original checks disintegrated. They were functionally replaced twice, first by financial capitalism a la J. P. Morgan, then by corporate raiders and takeover specialists like KKR, but politicians neutralized the first and managers (and judges) the second, leaving many widely held corporations today under the control of CEOs/Board Chairmen who can self-deal with near impunity and have apparent incentives to do so. A return to the precepts of the republican model could help to improve governance outcomes in the future.

Extant literature on entrepreneurship highlights the importance of the entrepreneurs' social network in mobilizing resources for their ventures. Over the last few years, entrepreneurial crowdfunding opportunities have become a subject of growing research interest as it acts as a tool to mobilize financial resources. However, many of these studies are limited within the scope of new ventures, creative industries, and commercial entrepreneurship. In this study, we examine crowdfunding within the context of social entrepreneurship in order to gain a deeper understanding of the motivation and the characteristics of the pool of individuals that contribute to social entrepreneurial crowdfunding. Data for this study have been collected from four cases of social entrepreneurial crowdfunding campaigns. The campaigners, who raised the funds in France for social ventures based in India, shared their knowledge of 157 individuals that contributed to their crowdfunding campaign. The findings inform that crowdfunders mainly originate from the crowdfunding campaigner's helper network, such as family, friends, and colleagues. A small percentage were also acquaintances and strangers. This network of individuals was motivated to support the campaigner achieve her/his goal or was attracted to the social cause that triggered them in creating a social impact. Moreover, the crowdfunders were generally open-minded and well-traveled individuals accustomed to participating in social and voluntary activities. Our study reveals that some members of the helper network are likely to disappoint by not supporting the crowdfunding campaign, thus emphasizing a twist to the existing literature on entrepreneurship. This has practical implications that prompt social entrepreneurs to exercise their social capital, networking skills, and communication strategies to attract and expand their community of helpers in order to trigger individuals from both their helper network as well as individuals outside their current network toward crowdfunding.

Mobility processes, the routines that organizations use to move employees into and across jobs, are a critical determinant of the way that human capital is allocated within organizations and careers developed. Most existing work on these mobility processes has examined processes in which mobility is tightly coupled to the filling of vacancies. There is substantial evidence, though, that many organizations adopt very different processes for managing mobility. In this theory chapter, I compare vacancy-based, “job-pull” systems with alternative, “person-push” systems in which mobility is keyed to employees' attainment of performance and skill thresholds to explain how and why mobility processes vary. I identify two, inter-related dimensions along which mobility processes vary: whether their decision processes emphasize the need to match employees to tasks versus providing predictable rewards; and whether the system of jobs that people move between prioritizes flexibility or control of agency costs. I use these dimensions to predict when organizations will adopt different mobility processes, and how those processes will affect employees' mobility.