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The aim of this study is to examine the role of learning in the opportunity discovery, opportunity exploitation and local embeddedness of sustainable ventures in an emerging economy.

We use a partially grounded approach to analyze three case of successful sustainable ventures in the Cali Baja gastro industry.

We find that sustainable entrepreneurs possess general knowledge of natural and communal environment along with compassion for the environment. However, it is the acquisition of a specific business-related knowledge that is the trigger for the formation of the first-person opportunity belief (i.e. confidence in the ability to exploit the sustainable business opportunity personally). Our analysis of also reveals several unique learning processes associated with opportunity exploitation and local embeddedness with a special focus on tradeoffs and compromises that are required given the tension between the sometimes conflicting goals of sustainable enterprises.

Our study adds to the literature on sustainable entrepreneurship by investigating the complex interplay between personal and contextual factors that unfolds over time as entrepreneurs conceive and then exploit a viable business opportunity that simultaneously addresses environmental and social goals.

Because access to new technologies is unequally distributed, there has been considerable discussion in Australia and elsewhere about the growing gap, the “digital divide,” between the information-rich and information-poor (Bolt & Crawford, 2000; Castells, 2001; Companie, 2001; Gordon, 2001; Haywood, 1998; Negroponte, 1996; Nixon, 2001). Most schools have incorporated computers and Internet access into classrooms, partly in response to concerns about the gap between technology “haves” and “have nots” (Facer et al., 2001). Such concerns have led to high-profile information technology policy initiatives in the USA (Lentz, 2000; US Department of Commerce, 1999), U.K. (Selwyn, 2000), Australia (Foster, 2000) and other nations. Many families have invested in computer systems at home in order to provide their children with access to the growing body of information available through technology. Similarly, in an attempt to “redress the balance between the information rich and poor” by providing “equal access to the World Wide Web” (Virtual Communities, 2002), the Australian Council of Trade Unions (ACTU), Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make “technology affordable for all Australians” (Virtual Communities, 2002).

Public health experts and advocates have long raised concerns about the pandemic preparedness of prison systems worldwide – an issue that became increasingly salient at the start of the COVID-19 pandemic. People in prison experience poorer health outcomes compared to the general population, making timely access to adequate health services in prison critical for their health and wellbeing. This study aims to identify the extent of the literature on initial changes in mental health and substance use services for people in prison during the COVID-19 pandemic, summarize and synthesize the findings and identify areas in need of further study.

The authors conducted a review of the academic literature published internationally in English between 2019 and December 1, 2020 to describe the disruptions and adaptations to mental health and substance use services in prisons during the onset of the COVID-19 pandemic.

The authors found that mental health and substance use services in prisons around the world were widely disrupted due to the COVID-19 pandemic – predominantly consisting of the complete suspension of services, discontinuation of transfers to off-site treatment sites and limitations on service capacity. Adaptations ranged from virtual service delivery and changes to treatment dispensation processes to information sessions on overdose prevention.

To the best of the authors’ knowledge, this is the first review to examine the nature and extent of the literature on delivery of mental health and substance use services in prisons during the COVID-19 pandemic.

This research aims to explore how textual literacy and computational literacy can support each other and combine to create literacies with new critical possibilities. It describes the development of a Web application for interactive storytelling and analyzes how its use in a high-school classroom supported new rhetorical techniques and critical analysis of gender and race.

Three iterations of design-based research were used to develop a Web application for interactive storytelling, which combines writing with programming. A two-week study in a high-school sociology class was conducted to analyze how the Web application's textual and computational affordances support rhetorical strategies, which in turn support identity authorship and critical possibilities.

The results include a Web application for interactive storytelling and an analytical framework for analyzing how affordances of digital media can support literacy practices with unique critical possibilities. The final study showed how interactive stories can function as critical discourse models, simulations of social realities which support analysis of phenomena such as social positioning and the use of power.

Previous work has insufficiently spanned the fields of learning sciences and literacies, respectively emphasizing the mechanisms and the content of literacy practices. In focusing a design-based approach on critical awareness of identity, power and privilege, this research develops tools and theory for supporting critical computational literacies. This research envisions a literacy-based approach to K-12 computer science which could contribute to liberatory education.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

Government-owned companies (GOCs), such as ports, have engaged in efforts to become more sustainable. Most of such efforts have been technological and policy ones and mainly focusing on the environment, with limited research on organisational change management. This paper aims to provide insights into how ports have been addressing sustainability change forces and pressures.

Twelve semi-structured interviews were conducted with top-level directors and sustainability managers, representing ports across Europe’s maritime regions and a range of port types and sizes. The interviews were analysed using grounded theory’s constant comparative analysis.

The findings highlighted that the ports’ success in their process to become more sustainable depends on how they take advantage of the thrust forces and reduce the drag ones. The findings serve to develop the “ports’ sustainability change management framework”, with five stages: reactive, proactive, transactive, interactive, and sustainable port.

Ports, and other GOCs, should capitalise on their private–public nature in their contribution to making societies more sustainable by adopting a holistic perspective and interactive changes.

This paper provides a dynamic perspective on corporate sustainability efforts, particularly on GOCs, through organisational change management complementing technocentric and managerial approaches.