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Transnational corporation (TNC)-led oil investments have been widely encouraged as a mechanism for the development of the Global South. Even though the sector is characterized by major accidents, oil-based developmentalist narratives claim that such accidents are merely isolated incidents that can be administratively addressed, redressed behaviorally through education of certain individuals, or corrected through individually targeted post-event legislation. Adapting Harvey Molotch’s (1970) political economy methodology of “accident research”, this paper argues that such “accidents” are, in fact, routine in the entire value chain of the oil system dominated by, among others, military-backed TNCs which increasingly collaborate with national and local oil companies similarly wedded to the ideology of growth. Based on this analysis, existing policy focus on improving technology, instituting and enforcing more environmental regulations, and the pursuit of economic nationalism in the form of withdrawing from globalization are ineffective. In such a red-hot system, built on rapidly spinning wheels of accumulation, the pursuit of slow growth characterized by breaking the chains of monopoly and oligopoly, putting commonly generated rent to common uses, and freeing labor from regulations that rob it of its produce has more potency to address the enigma of petroleum accidents in the global south.

As complex, intractable social problems continue to intensify, organizations increasingly respond with novel approaches that bridge multiple institutional spheres and combine forms, identities, and logics that would conventionally not go together, creating hybridity. Scholarly research on this phenomenon has expanded in tandem, raising questions about how the concept of organizational hybridity can maintain analytical clarity while accommodating a diverse range of empirical manifestations. Reviewing and integrating extant literature, the authors argue that to achieve both analytical rigor and real-world relevance, research must account for variation in how hybridity is organizationally configured, temporally situated, and institutionally embedded. The authors develop a framework that captures this heterogeneity and discuss three key implications for hybridity research: drawing on multiple theoretical lenses, examining varied empirical contexts, and adopting multi-level and dynamic perspectives.

This chapter offers a critical reading of a range of television narratives centred on diverse populations of the articulate dead, including grim reapers (Dead Like Me), sort-of-ghosts (American Horror Story), zombies (iZombie), what appear to be ‘just regular dead people’ (The Good Place, Les Revenants) and some other creepy and unusual manifestations of the undead (Intruders, The Fades). It suggests that the preponderance of the articulate dead on television is symptomatic of a broader cultural desire to talk both about death and with the dead. It also suggests that there are numerous opportunities to learn from fictional engagement with death and the dead, foregrounding the ways in which televisual narratives can operate to reiterate, critique and engage with social and cultural messages. The chapter takes a playful approach and seeks to distil some key ‘self-help’ aphorisms that the dead in these series might offer the living about how to approach life, death and everything inbetween, as they tell their audiences to ‘look within’ to identify the greatest threats to their selfhood, to persevere because ‘it’s never too late to change’, and to ‘never forget’ the dead and what they might have scarified for the living.

Purpose– The purpose of this chapter is to present an overview of the ways in which the Gradual Release of Responsibility (GRR) model has been enacted in the research and educational practices related to deaf or hard of hearing (DHH) children. While the term GRR is not used in the studies reviewed in this chapter, the interventions described in each study demonstrate core principles of GRR.

Methodology– The chapter provides a brief review of reading comprehension and writing intervention studies with DHH children, adolescents, and young adults. In searching for studies related to the GRR model, key words and phrases included ‘mediated/guided instruction.’

Findings– A critical review of the studies indicates an overall need for improved clarity of the ways in which educators decide when and how to release responsibility to students. In addition, the degree to which students are reported to internalize and independently apply newly learned literacy skills varies significantly. The variation prompts further examination of factors other than the instructional approach, such as intrinsic student characteristics, that might contribute to successful acquisition of skills.

Research limitations– The studies in this review represent educational practice across age/grade levels and educational settings and thus present evidence in support of the potential for implementation of a GRR model in the instructional practices of DHH students. However, because the number of studies is quite limited, we cannot generalize the findings to the diverse population of DHH students and the variety of educational settings within which DHH students are enrolled.

Practical implications– Releasing the responsibility of learning to DHH students, particularly students with a history of significant language delays and limitations, is a challenging task but certainly a possible outcome. Current educational practices are reported to all too often perpetuate a prolonged reliance of the student on the teacher. Educators are encouraged to reflect on different ways in which DHH students can be encouraged and supported in becoming more agentive in their own learning and development. A careful examination of interventions that have successfully supported students in adopting and applying effective learning strategies is needed to improve current practices.

Value– An initial search for literature related to the GRR model, that specifically addresses the needs of deaf students, produced few results. By making connections between existing reading and writing interventions and the GRR model, this chapter provides a means by which educators of deaf children can begin to frame evidence-based literacy interventions within the GRR model. Such a change may prompt deeper discussions of the need to move beyond explicit and guided instruction present in many interventions to instructional pedagogy that supports DHH students in moving toward independence.

The world revolves around sound. Children who are deaf/hard of hearing (D/HH) lack access to sound, thus need careful monitoring and planning to ensure they have access to adequate language models and supports to develop a strong language foundation. It is this foundation that is needed to ensure D/HH children are able to achieve developmental and academic milestones. Research is emerging to suggest specific intervention strategies that can be used to support D/HH children from birth throughout their educational career. In this chapter, we highlight several strategies that can be used to support communication, language, academic, and social/emotional growth. We freely admit that this is in no way a comprehensive and exhaustive list, but rather only scratches the surface. The field of deaf education and related research and technology is constantly changing. To ensure adequate educational access, it is highly recommended that a professional specialized in hearing loss be a part of the educational team any time a child is identified as having any degree or type of hearing loss.