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Placing gifted and talented students together organizationally is not a substitute for appropriate services. The placement or program model fundamentally serves as a vehicle to group or organize students together but programming, in practice, sometimes referred to as a service delivery model, is not the same thing as service. Placement is a management strategy. It must be coupled with curriculum and instructional modifications in order for substantial and positive academic and social–emotional effects to occur for gifted and talented students. Specifically, the program placement model is only as good as the curriculum and instructional models provided within that placement. This chapter provides descriptions and research evidence of the macro program models used for serving gifted students and more commonly used program placement models for grouping gifted students together within the traditional school day and beyond. Non-negotiable components and future directions are also discussed within the context of placement.

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

As students increasingly incur debt to finance their undergraduate education, there is heightened concern about the long-term implications of loans on borrowers, especially borrowers from low socioeconomic backgrounds. Drawing upon the concepts of cultural capital and habitus (Bourdieu & Passeron, 1977), this research explores how student debt and social class intersect and affect individuals’ trajectory into adulthood. Based on 50 interviews with young adults who incurred $30,000–180,000 in undergraduate debt and who were from varying social classes, the findings are presented in terms of a categorization schema (income level by level of cultural capital) and a conceptual model of borrowing. The results illustrate the inequitable payoff that college and debt can have for borrowers with varying levels of cultural resources, with borrowers from low-income, low cultural capital backgrounds more likely to struggle throughout and after college with their loans.

The purpose of this paper is to present a model that explores the relationship between inclusive leadership, inclusive climates and sexual harassment and other negative work-related outcomes, at the work unit and individual levels.

A conceptual model of inclusive work unit leadership, inclusive work unit climate and sexual harassment based on a review of the literature.

Leaders who behave more inclusively are expected to have work units and work unit members who experience more positive outcomes and fewer negative outcomes including sexual harassment and other forms of mistreatment. Leaders impact their work unit and work unit members' outcomes directly as well as indirectly through the more inclusive work unit climates they create.

The sexual harassment literature has identified climate for sexual harassment as a key predictor of sexually harassing behavior and its attendant negative outcomes. A focus on a broader inclusive climate, and inclusive leadership, may provide a richer understanding of the conditions under which sexual harassment and other forms of mistreatment occur and can be mitigated.

This model can help identify strategies organizations can employ (e.g. inclusive leadership development programs) to combat sexual harassment.

This model may improve understanding of the systemic, organizational causes of sexual harassment reducing sexual harassment victims' potential self-blame and helping policymakers craft more effective sexual harassment interventions.

The paper conceives of work climates that contribute to sexual harassment more broadly than generally has been the case in the sexual harassment literature to date. The model highlights the important role that leaders play in shaping inclusive climates. It also contributes to the nascent literature on inclusion and inclusive climates, which has paid relatively little attention to exclusion and mistreatment including sexual harassment that are likely to arise in less inclusive workplaces.

The need to maintain up-to-date technological skills despite an aging workforce makes it imperative that organizations increasingly focus on retraining older employees. This article develops an adult career model based on the acquisition of technological skills and gradual skill obsolescence. The model suggests the importance of retraining and provides practical implications to the development of retraining programs. Suggestions for future research are also offered.

The purpose of this paper is to explore the current state of antimicrobial stewardship implementation and development within Canada at both a federal and provincial level.

Narrative review.

There have been several prominent conferences and reports in Canada regarding the development and implementation of antimicrobial stewardship programs over the past two decades. However, despite the knowledge that there is a need for standardization of programs across Canada with accurate mechanisms and infrastructure in place for implementation and evaluation of these programs, there is still a lack of consistency across the country. In addition pharmacy information regarding inpatient and outpatient antimicrobial use is not uniformly reliable. Recently, the Public Health Agency of Canada using the Pan-Canadian Public Health Network as a vehicle organized a task group to help facilitate the working relationships among the provincial, territorial and federal governments in terms of implementing antimicrobial stewardship programs. This network has the potential to enhance and standardize programs across the country.

This paper looks at Canadian policy regarding antimicrobial stewardship at a federal as well as provincial level. Historic conferences, reports and discussions are highlighted emphasizing the progressive changes over the past two decades and highlight many of the challenges that Canada continues to face.

Men make war; women make peace. Men make war; women make children. Men make war because women make children. Because men make war, women make children. Women make peace because they make children.

Engaging with the interconnected dynamics of the classroom, this chapter draws from Audre Lorde's “Uses of Anger” to consider how empathy may be cultivated as a soft skill for stronger interpersonal relationships. Jocelyn E. Marshall highlights the need for mutual vulnerability between instructor and student, where vulnerability is understood to be a mode of resistance in regards to patriarchal and hegemonic higher education institutions and learning standards. By braiding queer feminisms with interdisciplinary approaches, the trauma-informed pedagogy upholds radical empathy as the linchpin to Lorde's advocating of articulating anger with precision, listening intensely, gaining new insight, and enacting change. In creating spaces to practice and further develop empathy, the trauma-informed pedagogical approach aims to empower students with agency and equip them with skills for self-accountability and holding others accountable.