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This article aims to depict the pivotal role Octavia Hill, Jane Addams and Mary Parker Follett played in the field of social entrepreneurship. The article aims to examine the contributions made by these remarkable women who made valuable theoretical and practical contributions to the emerging field of social entrepreneurship.

Synthesizing articles from history journals, writings about the figures of interest, published works by the figures themselves and other resources, this paper illustrates how Hill, Addams and Follett made valuable contributions to social entrepreneurship and questioned the rectitude of unadulterated capitalism.

This paper concludes that Hill, Addams and Follett refuted the viewpoint that self-interest and single-minded self-survival were the best ways to live and to conduct business. By their actions, the women showed that they did indeed bring “capitalism in question”, by recognizing the importance of seeking others’ interests.

This article highlights the contributions made by Hill, Addams and Follett, who made valuable contributions in the field of social entrepreneurship which is made evident by their work with housing settlements, community center development, etc.

Humans lifespan is characterized by delayed maturation. Delayed maturation may arise when juvenile mortality is reduced. Recent research suggests that juvenile mortality reduction could be achieved via provisioning to weaned juveniles, particularly during health crises. Here I test this idea with data on the causes, distribution, and duration of injuries and illnesses suffered by Shiwiar forager-horticulturalists during the juvenile period. Health insults for which prolonged care is necessary for survival are a recurrent feature of the juvenile lifespan. About half the individuals for whom data on disability duration were gathered suffered health insults likely to be lethal without extended aid; over 80% were born after a parent suffered such an event; and over 90% were born after a direct ancestor in the two ascending generations suffered such an event. The data indicate that health-care provisioning reduces juvenile mortality, and that provisioning of sick and injured juveniles has important fitness consequences in this population.

Past studies suggest that full-time maternal employment may be negatively related to children’s cognitive development. Most studies measure maternal employment at one time point, while mothers’ work hours may not be stable during early childrearing years. Using data from the 2001 Early Childhood Longitudinal Study – Birth Cohort (N ≈ 6,500), the authors examine stability in mothers’ work hours across four waves when children are 9 and 24 months old, in preschool, and in kindergarten, mothers’ background characteristics associated to it, and its link to child cognitive development. Results show that the majority of mothers change work hours across the four waves. Analysis using multinomial logistic regression models suggests that mothers’ older age, fewer children, and higher household income are related to working full time at all four waves compared to varying work hours across the waves; more children and less than high school completion are related to staying home at all four waves; and mothers’ older age, being White, no change in partnership status, and holding a college degree are related to working part time at all four waves. Compared to mothers’ changing work hours, mothers’ stable work hours, full time or part time, at all four waves is related to children’s better reading, math, and cognitive scores in kindergarten, whereas mothers’ staying home at all four waves is negatively related to these scores. These associations disappear when background characteristics are controlled for in ordinary least squares regression models. These findings underscore the role of background characteristics in shaping both mothers’ stable employment and children’s cognitive development.

The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s.

The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument.

Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment.

The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.

In this chapter, we examined issues related to research design and research management as applied to scientific research conducted in applied school settings. In terms of research design, randomized controlled trials (RCTs) have an important role to play in advancing a scientific agenda for school-based research. However, given their enormous cost and complexity, it is important to carefully time their implementation in the development cycle. We suggested that the use of RCTs is most appropriate in the later stages of the development cycle when the focus is on demonstrating the efficacy and/or effectiveness of an intervention and establishing its generalizability under the real world conditions of schooling. We also recommended establishing a hierarchy of evidence for an intervention that involves implementing a cost-efficient mix of single case, quasi-experimental, and true experimental designs where appropriate and feasible. In examining issues related to the management of research and the implementation of a knowledge development agenda for schools, it has become apparent that treatment integrity is a keystone variable. We discussed the importance of treatment integrity, with attention to the impact on internal and external validity. Finally, we offered practical considerations to support high-quality, respectful school-based inquiry.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

Consumer forgiveness is an important concept in service failure and recovery research. To advance knowledge and develop future research agenda in this domain, this paper provides a systematic review of the literature on factors influencing consumer forgiveness while adopting the customer journey perspective.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a systematic literature review (SLR) was conducted of 102 peer-reviewed journal articles, on factors influencing consumer forgiveness, published between January 2000 and December 2020.

The authors' analysis offers a detailed account of the factors influencing consumer forgiveness across the three stages of the service journey: pre-transgression, transgression and recovery. From the review, the authors identified significant gaps relating to the interactions between the relevant factors influencing forgiveness throughout the various stages of the consumer service journey. Based on the findings, the authors offer several research questions to help managers optimize customer forgiveness following a service failure throughout each stage of consumer service journey.

The authors' review synthesizes the literature on factors contributing to consumer forgiveness and integrates these factors into the customer service journey. The authors' findings inform directions for future research and provide insights regarding the measures that service providers should take to understand and encourage consumer forgiveness.

Based on journal articles that focused on epistemological issues in the field (e.g. the field's nature, purposes, borders, knowledge base, uniqueness, etc.), this paper seeks to outline the intellectual discussions in the field of educational administration (EA) since the foundation of its major journals and suggest some lessons for the state of the field at the present time.

The review is based on all papers, scholarly, historical or empirical, that observed philosophical, epistemological and methodological issues and concerns in this field. The papers were analyzed and coded by their purposes, arguments, epistemological questions, criticism, findings and insights.

The major concluding epistemological message of this historical account is of “recycling,” i.e. the field is typically embedded with debates over similar ideas, assumptions, and insights about EA as a field of study throughout the last five decades. Therefore, it is a time for radical changes in the understanding of the field's intellectual missions and boundaries.

The historical overview is likely both to acquaint one with the historical scholarly streams, trends and debates in knowledge development of EA as a field of study, and help international field members understand and mould their professional identity.

Corporate social responsibility (CSR) has become increasingly significant in the sport industry, and athletes, leagues, teams and sport organizations are actively engaging in socially responsible activities. The popularity of CSR has attracted the attention of scholars in the field of sport management. However, little research has investigated the overview and evolution of the extant literature on CSR research in sport management. Therefore, this study aims to explore the knowledge structure of CSR in sport management and provide implications for future research.

This work investigated and examined bibliographic data of scientific documents (N = 234) indexed in the Web of Science (WoS) database from 2008 to 2021. The Bibliometrix R package and VOSviewer software were used to analyze and visualize the knowledge map of CSR research in sport management.

The bibliometric analysis found that CSR has become a critical topic in the field of sport management. Most studies focus on the implementation of CSR activities by sport organizations and their impact on consumers' reactions and behaviors.

The findings of the current paper provide an efficient overview of the evolution of CSR in sport management and offer avenues for future scientific endeavors.