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Ethics work in research is often conceived of as a process of research governance. The case study chapters, however, provide evidence of a much more sophisticated engagement with ethical dilemmas arising in research and an enactment of ‘everyday ethics’, in other words, a concern with our relationships with, and responsibilities to, other people (Banks, 2016). This emphasis on relationality can often lead to what Cook (2009) describes as ‘mess’ in research, which needs to be made sense of. This is in contrast to the notion of ‘well-ordered’ research, which underpins many of the ethical frameworks, principles and guidelines that are produced for research. The chapters also indicate the opening up of new spaces for research that raise new challenges in respect of ethical practice, including, for example, digital spaces (Case Study 4 – Minecraft Club). Case Study 8 – Democratic Engagement also demonstrates that both researchers and participants in the research process find ways in which to challenge conformity and research norms in order to access knowledge, and this is not always a harmonious process. The following sections try to make sense of the implications of these issues for the ethical practice of research. This chapter pulls together three key themes emerging from the case studies of research governance, ethical relationality and ethical spaces, presenting an analytical overview of all three areas using the concept of ‘willful subjects’.

This chapter focuses on the learning arising from an Economic and Social Research Council (ESRC) knowledge exchange secondment undertaken by a university researcher for a full academic year within a charity in a socio-economically deprived area of the North East of England. The charity worked alongside schools and other organisations to co-ordinate out-of-school learning activities, but there was a concern with the low levels of engagement by girls with the provision. A usual approach by the charity to finding out why the girls were not engaging with the activities provided might have involved asking the girls what provision they would like. Instead, we developed a participatory process where we – the researchers – worked with a group of young women to co-create a piece of research about their lives. As part of the process, we participated in a residential trip with them and their group leaders which provided a space – both physically and methodologically – for authentic dialogue and relationships of trust to develop. In this chapter, we outline the practical, methodological and ethical challenges (and opportunities) of engaging in this way in the context of a residential setting and conclude that this way of engaging with the girls led us to different kinds of insights that may not have been achieved with adopting more conventional research approaches.

Discusses how changes in institutional objectives for international food assistance have influenced the organization of supply chains for innovative therapeutic foods designed to address problems of malnutrition and undernutrition.

Draws upon insights from donor and international organization reports, policy documents, and academic publications to reveal the structure, goals, and objectives of international organizations involved in food assistance strategies. Explores how innovations in Ready-to-Use Therapeutic Foods and Ready-to-Use Supplementary Foods fit into food assistance strategies and broader humanitarian goals.

Informed by the United Nations Millennium Development Goals, international food assistance strategies have broadened beyond acute malnutrition to include chronic undernutrition. Food assistance strategies have shifted toward a focus on local and regional procurement (LRP) over transoceanic aid, with Public Private Partnerships (P3s) playing a facilitating role.

This chapter raises important considerations to factor into the design and execution of international food assistance strategies using LRP/P3 modes of organization. It contributes to an understanding of the challenges of organizing international food assistance strategies that include socioeconomic goals of sustainability and nutrition objectives.

Articulation of a vision is commonly held to be a critical component of theories of outstanding leadership – both transformational and charismatic leadership. Although there is reason to suspect that vision contributes to leader performance, less is known about the nature and origin of viable visions. In the present chapter, we argue that leaders’ visions can be viewed as a prescriptive mental model reflecting beliefs about the optimal functioning of an organization. To test this proposition, outstanding leaders possessing two contrasting types of prescriptive mental models were identified: ideologues whose models stress the maintenance of extant standards and charismatics whose models stress adaptive change. These two types of prescriptive mental models were associated with distinct patterns of leader behavior in a sample of notable historic leaders. The implications of these findings are discussed with respect to current theories of outstanding leadership.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.