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This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

Satellite images can be a powerful source of data for analyses of conflict dynamics and social movements, but sociology has been slow to develop methods and metadata standards for transforming those images into data. We ask: How can satellite images become useful data? What are the key methodological and ethical considerations for incorporating high-resolution satellite images into conflict research? Why are metadata important in this work? We begin with a review of recent developments in satellite-based social scientific work on conflict, then discuss the technical and epistemological issues raised by machine processing of satellite information into user-ready images. We argue that high-resolution images can be useful analytical tools provided they are used with full awareness of their ethical and technical parameters. To support our analysis, we draw on two novel studies of satellite data research practices during the Syrian war. We conclude with a discussion of specific methodological procedures tried and tested in our ongoing work.

One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling organisational environment. One form of this main task is using developmental interactions, like mentoring, as innovation leadership practices. A hackathon is one type of innovation contest with three designed phases: pre-hackathon, hackathon event and post-hackathon, involving multiple stakeholders with distinct roles, such as hackers and mentors. In a hackathon, the central activity of mentors is to support the hackers’ innovation process, especially in idea creation and concept development. The mentor role has not been focal in hackathon studies; thus, this chapter addresses the role, impact, and ways to acknowledge the mentors as an integral, contributing innovation leadership practice in hackathons. As an empirical study, this chapter presents the results of a public sector case in a Swedish multi-disciplinary municipality conducting intra-organisational hackathons in three different collocations. The chapter contributes to the literature on innovation leadership at the team level with mentorship in innovation contests in the public sector context by revealing the dual-role tension of innovation leadership in mentor activities in the hackathon event phase from both the hackers’ and mentors’ viewpoints, and the necessity of mentor-benefitting training in pre-hackathon phase.

Machine learning (ML) has recently gained momentum as a method for measurement in strategy research. Yet, little guidance exists regarding how to appropriately apply the method for this purpose in our discipline. We address this by offering a guide to the application of ML in strategy research, with a particular emphasis on data handling practices that should improve our ability to accurately measure our constructs of interest using ML techniques. We offer a brief overview of ML methodologies that can be used for measurement before describing key challenges that exist when applying those methods for this purpose in strategy research (i.e., sample sizes, data noise, and construct complexity). We then outline a theory-driven approach to help scholars overcome these challenges and improve data handling and the subsequent application of ML techniques in strategy research. We demonstrate the efficacy of our approach by applying it to create a linguistic measure of CEOs' motivational needs in a sample of S&P 500 firms. We conclude by describing steps scholars can take after creating ML-based measures to continue to improve the application of ML in strategy research.

Interest in narrative pedagogies is growing. However, few studies have been conducted outside Western contexts. There remains a paucity of narrative research published by Japanese scholars, despite a pervasive culture of “teacher to teacher conversations,” storytelling, reflection, and action research by teachers in Japan. Thus, this research fills an important gap in the literature. It provides exemplars from preservice teacher education, higher education, and high school, as these educational milieus reflect the notion of “traveling stories” (Olson & Craig, 2009). We describe how this narrative pedagogy is interpreted from an insider’s point of view, through the voices of teacher education students, teachers, and teacher educators. In this process, students and teachers become curriculum-makers (Clandinin & Connelly, 1988; Craig & Ross, 2008), co-constructing knowledge, and reshaping teacher knowledge and identity. Narrative teacher education pedagogies resonate with Japanese teachers and play an important role in curriculum, teaching, and learning in Japan within our increasingly interconnected world. Furthermore, narrative relates favorably to many Japanese cultural practices, including kankei (interrelationships), kizuna (bonds), and kizuki (with-it-ness). These are important, integral, and tacit elements of Japanese teachers’ practices because they embody the “mind and heart” of their personal practical sense of knowing. Furthermore, these practices involve placing other people’s needs ahead of our own – an essential skill for global citizens of the 21st century.

Environmental justice activism is increasingly globalized, multi-faceted and multi-scaled (Bickerstaff & Agyeman, 2009; Walker, 2009a, 2009b). The existence or perception of injustice triggers the development of social activism in increasingly diverse contexts. The present contribution seeks to assess the explanatory value of resources in understanding activism (Freeman, 1979). In place of justice, the under-studied social movement theory of resource mobilization is explored as a complementary and partly oppositional account of justice activism. The highly controversial anti-GMO movement in France is selected as an invigorating context for evaluating activism. The perceived injustice of lifting restrictions on the importation of GM maize into France inspired the mobilization of a nationwide movement. In sharp contrast to existing literature, ideology is considered as a resource that effectively promotes or hinders social activism. Significant conclusions are developed for environmental justice activism research around emphasizing instability, heterogeneity, cultural sensitivity and above all, the limitations of agency-centric arguments.

In this chapter, my aim is to describe and analyse conceptually and provide direction for the identification, selection and use of assistive technologies (ATs) to support the education and development of young children with disabilities. The chapter discusses the quality of early intervention practices and the pragmatic role of ATs in delivering effective early intervention impacts. In making this case, the chapter draws upon Vygotsky's cultural-historical theory to illuminate how ATs can be selected and used effectively in schools to enable all young children to thrive in their learning and development in inclusive classrooms.

This article attempts to capture and extend the lessons rendered in the previous articles in this book. In overview we may observe that over the past three decades, criticisms about government performance have surfaced across the world from all points of the political spectrum. Critics have alleged that governments are inefficient, ineffective, too large, too costly, overly bureaucratic, overburdened by unnecessary rules, unresponsive to public wants and needs, secretive, undemocratic, invasive into the private rights of citizens, self-serving, and failing in the provision of either the quantity or quality of services deserved by the taxpaying public (See, for example, Barzelay & Armajani, 1992; Osborne & Gaebler, 1993; Jones & Thompson, 1999). Fiscal stress has also plagued many governments and has increased the cry for less costly or less expansive government, for greater efficiency, and for increased responsiveness. High profile members of the business community, financial institutions, the media, management consultants, academic scholars and the general public all have pressured politicians and public managers to reform. So, too have many supranational organizations, including OECD, the World Bank, and the European Commission. Accompanying the demand and many of the recommendations for change has been support for the application of market-based logic and private sector management methods to government (see, for example, Moe, 1984; Olson, Guthrie, & Humphrey, 1998; Harr & Godfrey, 1991; Milgrom & Roberts, 1992; Jones & Thompson, 1999). Application of market-driven solutions and business techniques to the public sector has undoubtedly been encouraged by the growing ranks of public sector managers and analysts educated in business schools and public management programs (Pusey, 1991).

Adolescence has traditionally been considered a time of substantial turmoil in the life course, as youth struggle with establishing self-images, finding appropriate and supportive peer groups, and begin their psychological, emotional, and, in some cases, physical separation from their parents. Among the many factors that have been thought to exacerbate adolescent adjustment during this often-difficult period are residential mobility and the school changes that frequently accompany these geographic relocations. Numerous recent studies have found statistically significant and substantively important effects of residential mobility and school changes on problematic adolescent behaviors. Although the observed strength of the association varies across studies and outcomes, recent investigations have reported significant effects of residential mobility and/or school changes on poor academic performance (Ingersoll, Scamman, & Eckerling, 1989; Kerbow, 1996; Pribesh & Downey, 1999), school dropout and low educational attainment (Astone & McLanahan, 1994; Entwisle, Alexander, & Olson, 1997; Hagan, MacMillan, & Wheaton, 1996; Haveman, Wolfe, & Spaulding, 1991; McLanahan & Sandefur, 1994; Rumberger, 1995; Swanson & Schneider, 1999; Teachman, Paasch, & Carver, 1996), drug and alcohol abuse (Hoffman & Johnson, 1998), risky sexual activity, including early sexual initiation and numerous sex partners (Baumer & South, 2001; Stack, 1994), premarital childbearing (South & Baumer, 2000; Sucoff & Upchurch, 1998), and other behavioral problems (Tucker, Marx, & Long, 1998; Wood, Halfon, Scarlata, Newacheck, & Nessim, 1993).