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This chapter traces the shift of many progressive educators from a general faith in special education to the more recent push for democratic and ethical inclusive education. This chapter examines the critical scholarship that propelled many educators away from systems of special education and into the inclusive education movement. Two phases in the development of inclusive education are described, an initial failed attempt often described by researchers as “integration,” and the current social movement building toward a more genuine social transformation of classrooms and schools.

If we are to better understand what it means to think “sustainably,” the entrepreneurship literature suggests that entrepreneurial cognition offers us two powerful tools. Human cognition operates with two nearly parallel systems for information processing, intentional and automatic. Entrepreneurial cognition has long focused on how entrepreneurial thinking and action are inherently intentional. Thus, intentions-based approaches are needed to understand how to encourage the identification of actionable sustainable opportunities. But first, however, we need to address key elements of our automatic processing, anchored on deep assumptions and beliefs. In short, if sustainable entrepreneurship is about addressing sustainable opportunities, then before we can take advantage of research into entrepreneurial intentions, we need a better understanding of how we enact our deep mental models of constructs such as “sustainable.”

In 2004, the Faculty of Health Sciences at La Trobe University in Victoria, Australia, introduced a new, final-year subject ‘Interdisciplinary Professional Practice’. The subject is taught to all students enrolled in the 11 allied health and human service disciplines at La Trobe University across metropolitan and rural campuses. The delivery is online to overcome timetabling barriers and to provide time and geographic flexibility. The subject is presented using an enquiry-based learning model. Students are exposed to the concepts of interdisciplinary teamwork through shared learning across professional boundaries to enable a collaborative workforce. An outline of the background development and design of this subject, and its implementation and content areas is presented. A discussion of relevant literature and an analysis of the subject evaluations and focus groups that have guided subject development to enhance student learning over eight cohorts is included.

The chapter describes the phenomenon of company–community agreements in the mining sector, situates them relative to two veins of responsible investment activity, and assesses whether they might serve as a proxy for the “community relations” expectations of responsible investors.

Based on an evaluation of two recent company–community agreements and surveying of executives from mining firms that have signed agreements with Indigenous communities, it was found that: (1) though imperfect as a proxy for many of the “community relations” expectations of responsible investors, company–community agreements offer benefits and make provisions that exceed current expectations, especially with respect to the recognition of the right of Indigenous communities to offer their free, prior, and informed consent to mine developments; and (2) mining executives recognize the utility of agreement-making with communities, and are comfortable with such efforts being interpreted as recognition of the right of Indigenous communities to consent to development.

The chapter serves to introduce responsible investors to the emergence of company–community agreements in the global mining sector, and calls upon them to advocate for their further use in order to reduce the riskiness of their investments, address social justice concerns, and assist communities to visualize and realize their goals.

For the first time, the growing phenomenon of company–community agreements in the mining sector is situated within responsible investment scholarship. Additionally, drawing on both logic and evidence, the chapter challenges the responsible investment community to rethink its approach to screening and engaging the mining sector in order to advance the interests of Indigenous communities.

The present article sets out to explore the ethical aspect of emotional competence used as both a personal and a collective resource in the occupational context of caring work. The data discussed in this article consists of interviews of and writings by Finnish social workers and nurses. By combining the concepts ‘emotional capital’ and ‘ethics of care’, this article concludes that the emotional competence of care workers manifests itself as the capability to use one's emotions in a way that enhances the ethical values of caring work and provides the employees with a sense of professional competence.