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Europe's population is aging. Compared to the number of people who live with an acute, life-threatening disease, more people now live with the effects of serious chronic illnesses, and disability toward the end of life. Meeting both needs presents a public health challenge. Policy makers and health professionals recognize that these changes require a health program that encourages both inventive cure and care professionalization, particularly palliative care for those patients (and their families) who cannot be cured (Davies & Higginson, 2004).

This study examines the effectiveness of instruction in accounting ethics as measured by the impact of that instruction on the incidence of student plagiarism in a college writing assignment.

This study avoids the potential problems inherent in measuring Machiavellianism via a psychological questionnaire by using a “reverse methodology,” whereby Machiavellianism is assessed directly from behavior.

The results support past research suggesting that traditional collegiate ethical education may not affect students’ ethical choices. The findings also suggest that increasing penalties for ethical failures may be an effective means of deterring students and business professionals from engaging in inappropriate activities.

This study supports the use of a behavioral measure of Machivellianism as a means of evaluating the effectiveness of alternative instructional methods in ethics. This behavioral approach is superior to the traditional questionnaire methodology because Machivellianism is judged based on actual behavior rather than having students respond to hypothetical and often stereotyped ethical cases, whereby the student can provide an artificial response that will be viewed favorably by the evaluator.

The findings suggest that higher education needs to recognize the relevance of factors beyond mere ethical education when preparing students for the ethical challenges they will face in the business world.

This paper employs a unique “reverse methodology” to measure Machiavellianism. This reverse methodology has greater external validity in quasi-experimental ethical studies because the results can be extrapolated to real-world scenarios where there is a cost to behaving ethically.

We evaluate the use of metaphors in academic literature on women in academia. Utilizing the work of Husu (2001) and the concept of intersectionality, we explore the ways in which notions of structure and/or agency are reflected in metaphors and the consequences of this.

The research comprised an analysis of 113 articles on women in academia and a subanalysis of 17 articles on women in Political Science published in academic journals between 2004 and 2013.

In the case of metaphors about academic institutions, the most popular metaphors are the glass ceiling, the leaky pipeline, and the old boys’ network, and, in the case of metaphors about women academics, strangers/outsiders and mothers/housekeepers.

Usage of metaphors in the literature analyzed suggests that the literature often now works with a more nuanced conception of the structure/agency problematic than at the time Husu was writing: instead of focusing on either structures or agents in isolation, the literature has begun to look more critically at the interplay between them, although this may not be replicated at a disciplinary level.

We highlight the potential benefits of interdependent metaphors which are able to reflect more fully the structurally situated nature of (female) agency. These metaphors, while recognizing the (multiple and intersecting) structural constraints that women may face both within and outwith the academy, are able to capture more fully the different forms female power and agency can take. Consequently, they contribute both to the politicization of problems that female academics may face and to the stimulation of collective responses for a fairer and better academy.

Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in terms of teacher practice to address underachievement need to be considered within such a context and the purpose of the chapter is to undertake such an analysis.

Data from five different research projects (national and regional) of the author and colleagues, and two studies of the author’s doctoral students, are synthesized to identify both common and specific elements of primary/elementary (years 1–8, ages 5–13) teacher practice in writing. These data provide an indication of the practices which appear to be the most powerful levers for developing writing and for accelerating student progress in the context in which the teachers work. These practices are discussed.

The identified practices are: (1) acquiring and applying deep knowledge of your writers; (2) making connections with, and validating, relevant cultural and linguistic funds of knowledge; (3) aligning learning goals in writing with appropriately designed writing tasks and ensuring that students understand what they are learning and why; (4) providing quality feedback; (5) scaffolding self-regulation in writers; (6) differentiating instruction (while maintaining high expectations) and (7) providing targeted and direct instruction at the point of need. A discussion and a description of writing-specific instantiations of these help to illustrate their nature and the overlaps and interconnections.

As much of the data are drawn from the practices of teachers deemed to be highly effective, classroom practices associated with these teachers can be targeted as a means to improve the quality of instruction more widely in the particular context.

Once a week, almost one in ten Swedish children moves between two homes, replacing the routines and practices of one household with those of another. They are children in dual residence arrangements, dividing their time equally between two households after parental separation. Being on the move physically, as well as emotionally and relationally, is a part of their everyday lives. In this chapter, the author addresses children’s perspectives on living their everyday lives in two households and belonging to two homes and how they make sense of regularly shifting between different locations and (perhaps) contrasting family practices, rules and routines. Children’s accounts reveal how moving becomes a routine everyday practice, yet the regular change is perceived differently by different children. While highly valued by some, others find it difficult to handle the emotional stress of constantly leaving one parent behind, or the practical juggling of packing and moving. In the children’s accounts, they reveal how they take part in shaping their dual family lives, post-separation. The chapter draws on qualitative interviews with 20 children and young people living in dual residence arrangements. By using family practices as the analytical focus when analysing children’s accounts, the aim is to understand how everyday life is shaped by mobility. It is argued that the practices associated with dual residence are deeply embedded in physical, emotional and relational dimensions of mobility.

How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect.

This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research.

The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project.

While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world.

The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data.

This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.