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Focuses on the needs of recent immigrant children in Canadian cities. Outlines the problems teachers face in the assessment, placement in classes and teaching of recent immigrant children in a Winnipeg area elementary school. Suggests that there should be specific policies relating to the education of these children taking into account the sociological realities of school life. The policies should provide a context and the resources to support school and classroom practices that enable teachers to define and operationalize sound educational experiences for immigrant children.

The purpose of this paper is to examine the impact of the temporary disbandment of a gang unit on collecting gang intelligence and arresting gang members in one of the Los Angeles Police Department’s Community Policing Areas.

An interrupted time series methodology (ARIMA) is utilised to examine 1,429 field interview cards and 1,174 arrests of gang members that occurred from 1 January 2010 to 31 December 2011 within one police division.

Results indicated that the dismantling of the gang unit negatively impacted the collection of intelligence on gang members by officers, regardless of whether the officers were officially serving in the gang unit. Suppression efforts by gang unit officers also resulted in a sustained decline.

Given that many urban centres have specialised gang units, this study demonstrates how organisational turnover or disbandment of a gang unit negatively impacts a department’s ability to deal with local gang issues. Furthermore, these finding suggest that police organisations should consider such ramifications on intelligence-based policing activities.

COVID-19’s influence on the teaching profession will be felt for many years as teachers faced experiences that they have never encountered. The pandemic forced already taxed teachers to assume additional responsibilities, many of which they were not prepared to deal with. The result was an exodus of teachers from the profession, and those who remained reported challenges that impacted their personal and professional lives. The authors describe the effects on teachers and the impact that this had on them, including reasons why many departed from teaching. In closing, the authors offer recommendations to teacher preparation programs, districts, and schools.

The purpose of this paper is to outline the curriculum of the UK’s first MSc in Gastronomy. The programme supports an interdisciplinary approach to understanding food not yet commonly found in academia or beyond. However, it is increasingly recognized that such a perspective, as fostered by the MSc Gastronomy, may be key in effectively addressing complex contemporary problems within food culture and food systems.

This is a viewpoint paper that explains the rationale behind the chosen definition of Gastronomy, the context that inspired creation of the programme, an outline of the programme structure and justification of content.

The underpinning philosophy stems from a conviction that to address problems of corrupt food systems and problematic societal foodways, a more comprehensive understanding of food is needed. The programme seeks to cultivate this with a truly interdisciplinary approach to the study of food culture and food systems. This approach is recognized as an underrepresented area in academia where the study of food currently tends to be compartmentalized; a reductionist approach also mirrored within politics, commerce and our everyday lives. The MSc Gastronomy investigates how to foster and make commonplace, a more holistic and realistic understanding of food.

The MSc Gastronomy has been shaped by an understanding that a more comprehensive knowledge of food is required if contemporary problems within the food system are to be effectively addressed. To achieve this, the programme adopts an interdisciplinary approach to studying food only upheld by a small number of other academic institutions. It is the first of its kind in the UK, responding most closely to the specific cultural and political dynamics of Scotland’s food culture.

This chapter explores the role of entrepreneurship within the careers of fine artists. This is positioned within the context of the discourse of cultural value. How artists manage their artistic and, sometimes conflicting, entrepreneurial identities is explored. The fields of entrepreneurship, and more recently the creative industries, have received much attention from both policy makers and researchers. Fine artists are perhaps one of the least employable, and arguably most entrepreneurial (by necessity), as Higgs et al. suggest ‘some occupations naturally have substantially higher numbers of self-employed people such as “Artists” with 91% self-employment’ (Higgs, Cunningham, & Bakhshi, 2008, p. 94).

The study captures the career histories of a cohort of fine art graduates, all of whom had graduated at the same time (1994), from the same institution. Taking a narrative approach, detailed career stories were obtained. The relationship to and tensions surrounding entrepreneurship and artistic practice were explored in detail. While artistic identity emerges as a strong force for this group, artistic identity and entrepreneurial identity are sometimes at odds with each other. The practicalities of making a living as an artist, arguably, call for entrepreneurial activity. However, the findings suggest that this presents a conflict for some artists, both aesthetically and emotionally. This chapter explores what this means in the context of cultural value, and cultural value as a ‘lens’ for understanding an artist's career.

The purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.

Meta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.

Key findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.

This study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.

For researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.

This case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.