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The live bird, like other animals including man, carries millions of microorganisms in its intestines and also on its skin and amongst its feathers, but only some of those present are able to multiply under the conditions used for storing dressed birds and thus cause spoilage of the carcass. Most food spoilage is caused by microorganisms which are harmless in themselves but, when their numbers reach millions, unacceptable ‘off odours’ or flavours are produced and the food is rejected.

The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education at a university in South Texas. In this Self-Study of Teacher Education Practice (S-STEP) research, the authors investigated how teachers can transform their practice and come to value their students’ abilities to interpret literature. They engaged the teachers in projects using quality children’s literature. The projects were carried out by graduate inservice teachers teaching Spanish/English bilingual students studying at different grade levels. Some teachers taught along the Texas/Mexico border and others taught in a large metropolitan school district in central Texas. The authors used their analysis of the inservice teachers’ projects as data to inform their own practice as teacher educators. In the first project, the bilingual teachers engaged their students in exploratory talk that allowed them to bring their backgrounds and experiences into discussions of what they read. The second project challenged the teachers to consider the importance of the images in high-quality illustrated children’s books. The teachers asked their students to read the images and expand their understanding of the books by considering more than the words in the texts. In the final project, the teachers guided their students through Ada’s stages of creative dialogue using children’s literature. The authors describe the projects in detail and give examples from four different teachers showing what they learned about teaching children’s literature and how they changed their perspectives about what their emergent bilingual students could do. Although only four teachers are highlighted, they are representative of students taking the course and engaging in the projects over three different semesters.

Elementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.

This article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.

Findings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.

The inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.

The purpose of this paper is to survey existing information security policy (ISP) management research to scrutinise the extent to which manual and computerised support has been suggested, and the way in which the suggested support has been brought about.

The results are based on a literature review of ISP management research published between 1990 and 2017.

Existing research has focused mostly on manual support for managing ISPs. Very few papers have considered computerised support. The entire complexity of the ISP management process has received little attention. Existing research has not focused much on the interaction between the different ISP management phases. Few research methods have been used extensively and intervention-oriented research is rare.

Future research should to a larger extent address the interaction between the ISP management phases, apply more intervention research to develop computerised support for ISP management, investigate to what extent computerised support can enhance integration of ISP management phases and reduce the complexity of such a management process.

The limited focus on computerised support for ISP management affects the kind of advice and artefacts the research community can offer to practitioners.

Today, there are no literature reviews on to what extent computerised support the ISP management process. Findings on how the complexity of ISP management has been addressed and the research methods used extend beyond the existing knowledge base, allowing for a critical discussion of existing research and future research needs.

This empirical chapter contributes to international business (IB) research on the United Nations’ sustainable development goals (SDGs) by opening a new research trajectory on sustainable headquarters (HQ) buildings. This multidisciplinary study conceptualizes the notion of a sustainable HQ based on a case study and three streams of literature – research on HQs, sustainable office design and the SDGs in IB. It offers a novel angle to prior research on HQs that has largely focused on their functional roles. While IB scholars are increasingly embracing the SDGs, limited attention has been devoted to SDG 11, “sustainable cities and communities.” This chapter draws on a real-time, longitudinal, single case study of a Nordic multinational in renewable products. The authors adopt a future-facing, phenomenon-based approach to envision and reimagine the modern wooden corporate HQ building on a culturally sensitive site in the heart of Helsinki, Finland. The findings emphasize the environmental, social, economic and cultural considerations of HQ buildings. By combining HQ premises with commercial spaces, and by opening the building to citizens, sustainable HQ buildings create a lively city space and increase urban social cohesion. The use of wood as a construction material and the application of design principles that promote human–nature relationships, have a positive impact on climate and human health. By focusing on the physical building, the authors aim to change the way IB scholars understand and study the role of HQ as a part of sustainable cities.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

Current data suggest that the homeschooling community is a diverse and growing social movement, varying demographically in terms of race, religion, socioeconomic status, and political beliefs. However, with over 68% of the homeschooling population being non-Hispanic White – a group not accustomed to systemic oppression and racial marginalization – the homeschooling narrative reflected in research is often skewed by the socioeconomic status, political power, and cultural interests of White, two-parent, middle-class homeschooling households. Amidst increasingly amiable responses toward homeschooling, Black families of varying socioeconomic backgrounds have shown interest in becoming home educators. Included in this chapter are their lesser-told accounts – narratives from the primary homeschooling parent – Black mothers. Relying on 20 in-depth interviews, this study utilizes the theoretical frames of systemic gendered racism, intersectionality, and the coding procedures of grounded theory methods to analyze the narratives of Black homeschooling mothers. Overlooking the experiences and concerns of marginally represented homeschooling families such as Black homeschoolers can haphazardly reproduce social inequalities and/or fracture the homeschooling movement along stratified categories. Findings underscore homeschooling as a classed and gendered process and draw attention to the specific racialized boundaries and indignities that obstruct Black mothers’ educational and parenting goals. The author explains how Black women navigate systemic marginalization while homeschooling.

This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research explores how reading a book-length text may help support DL, equity-oriented curricula that consider literacy as empowerment and connected to lived and communal experiences (González et al., 2005; Muhammad, 2020).

This work is grounded in a qualitative, humanizing methodology and thematic analysis approach (Braun and Clarke, 2006; Paris and Winn, 2014). This approach examines student work in one DL course, considering how teachers within and beyond English language arts (ELA) respond to the task of reading a book-length text.

First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants’ enjoyment of reading.

The study offers a new perspective on a task that is often seen as specifically “ELA”: reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.

While digital technologies have led to many important social and cultural advances worldwide, they also facilitate the perpetration of violence, abuse and harassment, known as technology-facilitated violence and abuse (TFVA). TFVA includes a spectrum of behaviors perpetrated online, offline, and through a range of technologies, including artificial intelligence, livestreaming, GPS tracking, and social media. This chapter provides an overview of TFVA, including a brief snapshot of existing quantitative and qualitative research relating to various forms of TFVA. It then discusses the aims and contributions of this book as a whole, before outlining five overarching themes arising from the contributions. The chapter concludes by mapping out the structure of the book.