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This article argues that critical realism (CR) offers an ontological position suited to understanding the dynamic relations between multinational companies (MNCs) and the complex political spaces within which they operate. After outlining the core assumptions of CR, the key arguments are elaborated through two case studies which focus on issues of staffing and expatriation. The first case concerns recent developments in the Middle East, highlighting the shifting reality of nationality-based definitions of staffing the MNC, and the second examines the internationalisation of Chinese firms, exploring the way MNCs restructure space to retain access to home-country advantages.

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.

Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are important issues, they are not the primary legal or practical issues in improving special education. Federal law (IDEA) requires a continuum of alternative placements, not placement in general education in all cases. To make actual progress in education of students with disabilities, a single and strict principle of equality or/and antidiscriminatory legal instruments, such as the CRPD, is not enough. Social justice as a multifaceted principle can serve the education of the whole spectrum of special educational needs in national and international contexts. Responsible inclusion demands attention to the individual instructional needs of individuals with disabilities and consideration of the practical realities involved in teaching. If inclusive education is to move forward, it must involve placing students with disabilities in general education only if that is the environment in which they seem most likely to learn the skills that will be most important for their futures.

Small businesses are dominant in most economies and their owners likely experience high levels of distress. However, we have not fully explored how these common businesses meaningfully differ with respect to the stress process. Understanding the meaningful variations or subgroups (i.e., heterogeneity) in the small business population will advance occupational health psychology, both in research and practice (e.g., Schonfeld, 2017; Stephan, 2018). To systematize these efforts, the author identifies five commonly appearing “heterogeneity factors” from the literature as modifiers of stressors or the stress process among small business owners. These five heterogeneity factors include: owner centrality, individual differences, gender differences, business/ownership type, and time. After synthesizing the research corresponding to each of these five factors, the author offers specific suggestions for identifying and incorporating relevant heterogeneity factors in future investigations of small business owners’ stress. The author closes by discussing implications for advancing occupational health theories.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

A large literature studies why firms self-regulate and “signal green.” However, it has ignored that regulators have enforcement discretion, and may act strategically. We fill this gap. We build a game theoretic model of whether a firm should signal its type through substantial self-regulation. We find self-regulation is a double-edged sword: it can potentially preempt legislation, but it can also lead regulators to demand higher levels of compliance from greener firms if preemption fails. We show how self-regulatory decisions depend upon industry characteristics and political responsiveness to corporate environmental leadership. We have made a number of simplifying assumptions. We assume activist groups cannot challenge regulatory flexibility in court, and that regulatory penalties are fixed and are not collected by the regulator. Firms with low compliance costs confront a tradeoff regarding self-regulation. They can blend in with the rest of the industry, and take few self-regulatory steps. This reduces the risk of regulation somewhat, and preserves their ability to obtain regulatory flexibility should regulation be imposed. Alternatively, they can step up with substantial self-regulation. This better mitigates the risk of regulation, but at the risk of signaling low costs and becoming a target for stringent enforcement should regulation pass. Recent work has found negative market reactions to corporate claims of voluntary emissions reductions, despite the conventional wisdom that it “pays to be green.” We offer a new explanation to scholars and managers: regulatory discretion may undermine the ability of industry self-regulation to profitably preempt mandatory regulatory requirements.