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The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

In this chapter, we apply APPNIE to two case studies, BIOerg srl and LiMiX srl, which are innovative start-ups born in the Marche Region in Italy. The choice to analyse two companies in the same region is based on the fact that the surrounding ecosystem of innovation and entrepreneurship has a strong impact on the birth and subsequent development of innovative start-ups. Using these two case studies, this chapter shows the differences between SWOT and APPNIE analyses.

Drawing on both the stakeholder theory and Carroll’s Corporate Social Responsibility Pyramid, this chapter explores sustainability practice challenges of a gold minning multinational enterprise in Ghana. Primary data was collected through observation and the interviewing of multi-stakeholder groups. We found that internal stakeholders perceive sustainability expenditure as costly. However, while employees of the case enterprise see the cost as depleting shareholders’ wealth, managers view them as investment with possible long-term benefits. Meanwhile, the external stakeholders perceive the gold mining enterprise’s sustainability expenditure as meagre and that beneficiary communities are not economically empowered to sustain those investments. Again, we found that government’s inability to clamp down illegal gold mining threatens economic and environmental sustainability. Additionally, members of the host community identify the lack of adequate employment opportunities within the entity as a hindrance to their economic empowerment. We submit that the resolution of the sustainability challenges would contribute to the balancing of stakeholders’ expectations: the conduct of ethical business through compliance to environmental laws; promotion of host communities’ social well-being; and improved economic returns for shareholders. By meeting the needs of stakeholders, gold mining enterprises could gain acceptance in their host communities and boost corporate reputation.

Synthetic patient data produced by Synthea was described in Chapter 6. That data is used to create a baseline for all patients, palliative patients, and deceased palliative patients. Distributions of comorbidities across the patient groups are examined and demographic characteristics. The factors used in palliative care groupings are presented with the synthesized data fields used. The size of the palliative population is again estimated to establish validity.

This research aims at explaining the phenomenon of the “black children” (heihaizi), a very little-known generation who lived with concealment under the one-child policy in China. The one-child policy was officially introduced to nationwide at the end of 1979 by permitting per couple to have one child only, later modified to a second child allowed if the first was a girl in rural China in 1984. It was officially replaced by a nation-wide two-child policy and most existing research focused on the parents’ sufferings and policy changes. The term “black children” has been mainly used to describe their absence from their family hukou registration and education. However, this research aims at expanding the meaning of being “black” to explain the children who were concealed more than at the level of family formal registration, but also physical freedom and emotional bond. What we do not yet know are the details of their lived experiences from a day-to-day base: where did they live? How were they raised up? Who were involved? Who benefited from it and who did not? In this way, this research challenges the existing scholarship on the one-child policy and repositions the “black children” as primary victims, and reveals the family as a key figure in co-producing their diminished status with the support of state power. It is very important to understand these children’s loss of citizenship and human freedom from the inside of the family because they were concealed in so many ways away from public view and interventions. This research focuses on illustrating how their lack of access to continued, stabilized, and reciprocally recognized family interactions framed their very idea of self-worth and identity.

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.