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Sales organizations embrace technological innovation. However, salespeople’s willingness to use new technology influences a firm’s return on investment, representing a significant concern for the organization. These concerns highlight tensions regarding the tradeoffs associated with technology implementations. The purpose of this study is to offer insights that help reduce the complexities of sales technology (ST) by exploring the changing dynamics of contemporary business relationships.

This paper synthesizes the ST literature using the service ecosystem perspective to propose the sales techno-ecosystem (STE) framework, providing new insights into organizational decision-making related to the ongoing digital transformation of sales tasks.

This synthesis of the ST literature with the service ecosystem seeks to clarify the impact of technology within the evolving nature of buyer–seller relationships by providing four unique perspectives.

Perspective 1 reviews the sales-service ecosystem framework and develops the theoretical underpinnings and relevant terminologies. Perspective 2 summarizes critical aspects of the ST literature and provides foundations for future research in the STE. Perspective 3 offers a more granular view, explicating roles and contexts prevalent in buyer–seller–technology interactions. Perspective 4 provides a set of tenets and advances research questions related to each tenet.

The culmination of these four perspectives is the introduction of five key tenants designed to help guide strategy and research.

The paper advances Hartmann et al. (2018) service ecosystem paradigm by explicating critical aspects of its ST domain to generate insights for theory and practice.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

This paper aims to provide a critical reflection on diversity and inclusion research from the hospitality and tourism literature.

Through conducting a critical reflection, this paper used a thematic analysis focused on integrating the scholarly literature that has developed separately: one focusing on the human resources perspective and another concentrating on customer behavior. This critical reflection bridges the gap between these two perspectives.

The authors develop and offer a research agenda for future research drawing from three areas ripe for future research: human resources management, diversity resistance and marketing. They focus on theory-driven research that has practical applications to make hospitality and tourism more inclusive for both the workforce and consumers.

Meaningful research must be translated into practice, and by addressing these research gaps, organizations can gain insights into diverse worker and customer experiences and create more effective diversity initiatives.

The current literature often lacks an integrated approach that bridges the gap between the two reviewed perspectives: the human resources management and marketing perspectives. A holistic understanding of diversity and inclusion is vital, as it recognizes the interconnectedness between employees and customers within the context of the hospitality and tourism sector is important for several reasons.

This article examines if there is evidence of racial or gender bias in email reference services in American public and academic libraries.

Using a two-by-two study design and an unobtrusive data collection, the authors conducted two studies in which the authors sent 1,960 email requests to 505 academic and public libraries. Requests in both studies differed in the perceived identity of the user as indicated by their name, and the counterbalanced method was utilized to control for intervening variables. Based on content analysis of the responses, the authors examined the statistical significance of the differences by race, gender and race by gender.

Overall, the authors found equitable service to users regardless of their race and gender; at times, however, there was evidence of favorable service to the White female in academic and public libraries and to the Black male in academic libraries.

There is little research into potential bias in email reference services in both academic and public libraries in the United States of America. Yet, following the rise of the Black Lives Matter Movement in 2020, there has been an increased focus on racial equality in library services and the American Library Association (ALA) Code of Ethics was modified accordingly. The authors' study makes significant contributions to the increasing body of research on racial and gender equality in online library services.

The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.

This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.

Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.

There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.

Women involved in the carceral system (CS) experience several conditions that increase their risk for HIV (e.g. high rates of substance use, psychiatric disorders, histories of victimization). The purpose of this study is to explore perspectives on potential strategies to connect women in the CS to pre-exposure prophylaxis (PrEP) services.

This study conducted in-depth interviews with 27 women involved in the CS eligible for PrEP. Using vignettes, interviews explored attitudes, barriers and facilitators toward PrEP screening, referral and linkage facilitated via a CS stakeholder, an mHealth application or providing PrEP service referrals during detention via a navigator.

Most women were, on average, 41.3 years, from racial and ethnic minority groups (56% black/African American; 19% Latinx). Inductive thematic analysis revealed CS involved women expressed mostly positive attitudes toward CS-based PrEP implementation. Younger women were more accepting of and interested in mHealth interventions. Implementation facilitators included leveraging relationships with trusted allies (e.g. “peers”) and existing systems collaborations. Recommended implementation strategies included providing HIV and PrEP-specific education and training for system stakeholders and addressing issues related to privacy, system mistrust and stigma.

Results provide a critical foundation for the implementation of interventions to improve PrEP access for women involved in the CS and have important implications for implementation strategies for all adults involved in the CS. Improving access to PrEP among this population may also support progress toward addressing national disparities in PrEP uptake, where women, black and Latinx populations have substantial unmet need.

Today, as we hurtle towards imminent planetary destruction in the age of the Anthropocene, we believe it may be instructive to try and understand if the ancient science of spirituality can prove useful in humankind's ability to change course, even at this late hour. We argue that such a paradigm shift is critically essential for human survival and that without the inner transformation proposed by this science, it may prove impossible to build a society based on the principles of liberty, equality and fraternity. This chapter draws from foundational texts and authoritative sources across multiple religious traditions, based upon which it outlines a brief sketch of the ancient science of spirituality. We begin with an account of the differentia specifica of this science, where we delve into what kind of science this is. Since it is centrally concerned with inner transformation, we briefly outline the theory of change embedded in this science and the kind of rejuvenation it enables, which makes it possible for us to clearly perceive the key elements and the structure of reality. We then spell out the impact this has on the nature of human action, continually teasing out implications for policy and practice in our time. We provide a few concrete illustrations of the same. Inter alia, we also show how many of these insights can be found even within modern scientific and philosophical traditions, thereby indicating possibilities of convergence and synthesis between ancient and modern science, following thereby the guidance of genuine spirituality.

The millennia long struggles of various oppressed groups have over time illuminated widespread social injustices, organically leading to the recognition of yet further injustices captured by the umbrella of discriminatory isms, such as racism, sexism, classism, ableism, anti-Semitism, ageism, heterosexism and many others. In recent years, the debate has become increasingly fierce, polarized and even physically violent.

One of the premises of the present work is that in part, the aforementioned unconstructive behaviors are a result of the different understandings of what constitutes an ism and the lack of a thoughtful consideration of this issue in the mainstream social debate as much as in the academic literature.

The author presents evidence for this and critiques the dominant lines of thought in this realm, showing all the dominant lines of thought to fall short of both the fundamental philosophical as well practical desiderata in how isms ought to be understood.

The author proposes an alternative which does not suffer from the weakness of the existing one: one based on the denial of equivalence of sentience. The author shows how the adoption of this understanding leads to constructive ways of addressing isms effected injustice.