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Below are summaries of some of the most cited works on amenities by economists. The review started with key recent works, such as those by Edward Glaeser et al., and worked back to major earlier works. Review articles were given preference, as they provide a summary of the field. Website addresses are available for many papers, to facilitate global access.

This chapter discusses the methodological underpinnings of a doctoral study that examined boys’ performances of gender in physical education (PE) at a single-sex secondary school in Auckland, New Zealand. Initial findings are also presented; however, they only serve to demonstrate the potential of such an approach and not as an exhaustive report of findings. Using a participatory visual research approach involving video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The boys’ visual representations and interpretations highlight how their performances of gender are embedded in the design and structure of the physical spaces and places associated with PE. Through a Foucauldian (poststructural) lens the boys’ responses also illuminate how the gendered self is performed in multiple, contradictory and fluid ways involving particular technologies of the self. Visual research methods that focus on young people’s visual representations and interpretations might help identify (gendered) identity issues that are seen as important to the students themselves. It creates a space for young people to critically think about, reflect, articulate, and reason their lived experiences, their relationships with their peers and more importantly themselves. The use of such research approaches has the potential of realizing one of the key aims of symbolic interactionism by opening up new analytical possibilities for understanding young people’s lived experiences in both formal and informal pedagogical contexts.

As the Dutch East India Company expanded its presence in Asia during the seventeenth century, discovery of new products and medical materials was central to its continued success and survival. This new product innovation was difficult to manage directly however because the routine-driven, efficiency-focused organization was ill-suited to research and discovery required for bioprospecting and innovation. Instead, the Company tacitly allowed its employees in Asia to conduct this research on their own. Scientists became free riders, exploiting their administrative authority and corporate resources to further their private research projects. This symbiotic public–private partnership enabled employees to use Company resources to undertake large-scale economic and scientific surveys of its Asian domains. These decentralized, entrepreneurial projects cut across the boundaries of caste, language, religion, and theoretical orientation to assemble new, systematic views of Asian knowledge. While not centrally planned (nor always officially condoned), these surveying efforts had all of the hallmarks of a systematic colonial project to map out the sources of value in foreign colonies.

The educational experiences of Black immigrant women in P-16 education are often understudied in critical scholarship about race, ethnicity, and gender. The existing literature on Black students in US higher education tends to overlook within-group diversity, oftentimes highlighting the experience of domestically born African Americans and neglecting the experiences of Black people born outside of the country. To address this gap in the education discourse, we examined the experiences of Black, African immigrant girls and women who have experienced all or part of their P-16 education in the United States. Using a combination of Critical Race Feminism (CRF) and transnationalism as our theoretical frameworks, we sought to answer two research questions: (1) How do Black immigrant women in the film describe their process of racial, ethnic, and gender identity formation? and (2) What are the literacy practices and educational experiences of Black African girls and women? Methodologically, we drew from Saldaña's (2009) model of film-based qualitative inquiry to analyze the documentary Am I: Too African to be American or Too American to be African? (directed by Dr Nadia Sasso). In our analysis, we foreground the lived experiences of eight women from three African countries: Nigeria, Sierra Leone, and Senegal. Major findings from this qualitative analysis include: (1) the importance of cultural negotiation for immigrant girls and women, (2) the presence of dualities in language and ways of speaking in education, (3) a tumultuous racial identity formation process, and (4) the linked perceptions of students' gender identity and beauty. Finally, we present implications for immigration policy, inclusive research, and equitable practice across P-16 education.

The contemporary human resource management (HRM) sector is faced with continual leadership development challenges. Unethical behavior in leaders is not the norm, but it is also not the exception. Human resource training and development focus significantly on better leadership but have largely failed to create more effective leaders. The result? Employee and follower wellbeing have not seen their best days. In this chapter, authentic relationships comprising authentic leaders and authentic followers are posited as a solution. The call is for more rigor in the theory underpinning leadership development programs, assurance of such programs, and embedding ethics into the core of what leadership developers do.

In this chapter, I present narratives of two Black men who represent a population of people who are often talked about but seldom heard from in school-to-prison pipeline research. To analyze their stories, I employed a framework that centers on understanding human dignity and the conditions, circumstances, and experiences that threatened it. I found that their sense of self was eroded by moments of personal loss, disposal, and ways that even well-intentioned people marked them as “problems.” I explore how their eroded sense of self led them to engage in disruptive and destructive behaviors. I conclude by discussing the importance of supplementing school-to-prison pipeline research with Black boys’ and men’s first-hand accounts of their own experiences as a way of humanizing the primary subjects of this burgeoning area of education research.

Washington's Statewide Virtual Reference (VRS) Project began in 2001, following some early adapters, but also at a time when most libraries and states still were considering the merits, possibilities, and pitfalls of the service. This chapter follows the development and implementation of a virtual reference (VR) service, along with support activities such as training, marketing, and assessment, in several collaborative library alliances across Washington State; describes unexpected opportunities, and plans for future sustainability. It ends with an analysis of experiences, successes, and failures, along with plans for the future based on the many things that were learned.