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This chapter deals with the question of how anti-corruption norms can emerge in authoritarian or semi-authoritarian regimes that actively suppress social dissent and protest. The chapter examines the capacity of Russian opposition movements to create a sustained anti-corruption discourse and to shape political governance. When it comes to addressing corruption through social action in the context of Russia, the situation does not often seem conducive to concerted opposition activity. Nevertheless, even though opposition movements repeatedly fail to impact political decision-making or elite practices, they are not exercises in futility. The chapter concludes that the anti-corruption discourse can be effectively utilized by the Russian opposition movements to unite its efforts and vocalize their demands in terms of democratic governance norms. Continually repressive governmental measures are creating dangerous public spaces, where massive and violent confrontations are increasingly likely to occur. As the opposition continues to find its voice, challenge elite corruption and vocalize its desires for democratic governance norms, the continuing demands for policies to be reflective of public interest (rather than interests of the powerful elites) will not abate. The anti-corruption discourse can play a powerful unifying role for the opposition given the endemic nature of corruption in today’s Russia.

A random sample of insured adults (n=134) tests the effects of insurance on respondents’ emotional and physical health. Results showed that being married and being widowed improved physical health while having no religious identification heralded less emotional distress. Preferred Provider Organization services satisfaction was related to better physical health. Respondents in households that restructured themselves to acquire or maintain health coverage also reported more emotional distress than those in households without such problems. Implications of our results regarding improving insurance programs and the effects of marital status and the lack of religious affiliation upon adults’ health are discussed.

Innovation drives new product development, novel approaches to our professional and personal lives, and entrepreneurial activity in our communities. Women entrepreneurs are increasing in numbers and are becoming more visible across myriad domains. A growing number of scholars are focusing on better understanding women entrepreneurs’ unique approach to developing an entrepreneurial enterprise. However, the research suggests that entrepreneurship is still (mis)perceived as being traditionally masculine, with the number of men outnumbering the number of women entrepreneurs. Using a model of innovation consisting of the three distinct tasks of idea generation, idea promotion, and idea realization (Janssen, 2000; Scott & Bruce, 1994), this chapter explores the influence of gender on these various domains, followed by suggestions for future research and practical implications for women entrepreneurs today.

Interest in narrative pedagogies is growing. However, few studies have been conducted outside Western contexts. There remains a paucity of narrative research published by Japanese scholars, despite a pervasive culture of “teacher to teacher conversations,” storytelling, reflection, and action research by teachers in Japan. Thus, this research fills an important gap in the literature. It provides exemplars from preservice teacher education, higher education, and high school, as these educational milieus reflect the notion of “traveling stories” (Olson & Craig, 2009). We describe how this narrative pedagogy is interpreted from an insider’s point of view, through the voices of teacher education students, teachers, and teacher educators. In this process, students and teachers become curriculum-makers (Clandinin & Connelly, 1988; Craig & Ross, 2008), co-constructing knowledge, and reshaping teacher knowledge and identity. Narrative teacher education pedagogies resonate with Japanese teachers and play an important role in curriculum, teaching, and learning in Japan within our increasingly interconnected world. Furthermore, narrative relates favorably to many Japanese cultural practices, including kankei (interrelationships), kizuna (bonds), and kizuki (with-it-ness). These are important, integral, and tacit elements of Japanese teachers’ practices because they embody the “mind and heart” of their personal practical sense of knowing. Furthermore, these practices involve placing other people’s needs ahead of our own – an essential skill for global citizens of the 21st century.

When it comes to special education, teachers are the cornerstone of children's development. A special education teacher (SET) who possesses correct perceptions to teach students with special education needs (SENs) in inclusive education and ability to maintain balance that works best for children with physical and emotional disabilities are expected to thrive. This requires several skills that are entirely different from traditional teaching, often depicted as ‘chalk and talk’ – keeping control and making decisions about what is the right thing to do for students. This trait is just an illustration of many myopic characteristics that will no longer work well for both SENs and regular students. An effective SET in the twenty-first century must be able to adapt and respond rapidly to the changing society and is more likely to be open to learning. These character qualities are typical among millennials and Generation Z or Alpha, who are more prone to be digital native, that will future-proof them in the upcoming era of ubiquitous technology. As such, new generation SETs are significant precursor to create a new special education system that responds well to the challenges encountered by the pervasive future ahead.