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The purpose of this paper is to investigate how individual attitudes toward using enterprise social media (ESM) impact trust, explicit and tacit knowledge sharing as well as work performance in emerging economies.

The authors use data from a survey of 293 employed individuals in Lagos, Nigeria, who work at organizations that have ESM systems.

The authors find that ESM usage is significantly associated with trust. However, ESM usage does not impact explicit or tacit knowledge transfer.

This paper provides empirical evidence that individuals who perceive high levels of performance expectancy will engage in ESM usage which in turn increases trust amongst colleagues. Human resource managers can argue that by adopting ESM, they can facilitate improved trust and collaboration through online engagement amongst employees. This is important for multi-national organizations wanting to expand into emerging economies where the organization and local workforce need to foster trust in knowledge sharing.

There has been little evidence regarding HRM use of ESM in emerging economies. By understanding individual attitudes toward ESM and how the use impacts knowledge sharing, the academic discussions concerning use of technology to enhance knowledge sharing can continue to evolve.

This paper aims at simulating on how “disorganization” affects team problem solving. The prime objective is to determine how team problem solving varies between an organized and disorganized environment also considering motivational aspects.

Using agent-based modeling, the authors use a real-world data set from 226 volunteers at five different types of non-profit organizations in Southwest England to define some attributes of the agents. The authors introduce the concepts of natural, structural and functional disorganization while operationalizing natural and functional disorganization.

The simulations show that “disorganization” is more conducive for problem solving efficiency than “organization” given enough flexibility (range) to search and acquire resources. The findings further demonstrate that teams with resources above their hierarchical level (access to better quality resources) tend to perform better than teams that have only limited access to resources.

The nuanced categories of “(dis-)organization” allow us to compare between various structural limitations, thus generating insights for improving the way managers structure teams for better problem solving.

The Thai–Burma refugee program of Australian Catholic University (ACU) brings young Burmese refugees from camps in Thailand to an internet-equipped teaching center to study for a Diploma in Liberal Studies. Some of the learning is carried out online and some in face-to-face mode provided by ACU or partner universities.

The authors detail the methodologies followed, combining sound pedagogy with an integral human development approach. This changed the students’ mode of learning from rote to critical thinking which, in turn, improved their self-confidence, gave them a good ethical and culturally acceptable grounding and provided them with fluency in oral and written academic English. In addition, the authors recount the many challenges faced by bringing together students from diverse ethnic and religious backgrounds with all the baggage brought from a conflict ridden and divided country emerging out of decades of dictatorship.

The program’s results have been remarkable. Many students have found high-quality employment after graduating, especially with non-governmental organizations on the border or in Burma or in some other job serving the needs of their own people. Others have used the Diploma to go on to full degree courses in a number of countries in Asia, North America, and Europe.

This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better access to education especially for refugee children. The chapter explores some of the key terminologies that distinguish refugees from asylum seekers and internally displaced person. The terminologies are significant as the opportunities and facilities handed out differ significantly depending on their status. The chapter then talks about some of the policies toward imparting education and the school- and system-level factors responsible for accessing education. The last section of the chapter summarizes the overview of various chapters that will feature in this volume, talking about cases and interventions from Malawi to Australia.

Scheingold's The Politics of Rights and The Political Novel while having different objects of study at the center of their analyses, both concern themselves with the difficulties in producing meaningful social change on a late modern political terrain. His critiques of rights-claiming are echoed in debates over the practical and philosophical difficulties incorporating animals into contemporary legal regimes. This chapter considers insights from Scheingold's two texts arguing that his insights into the legal imaginary in the latter text anticipates the critique of animal rights while his emphasis on the fictional imaginary in the former text can also be found in contemporary texts that suggest animals can help us rethink political agency.

Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United States, an approximate 15% of youth meet diagnostic criteria for emotional or behavioral problems. Furthermore, less than one in every five children that present with such needs receive mental health services. Individual, family, and system barriers such as transportation, competing demands, and long waiting lists have negatively impacted access to mental health services. Therefore, the school system has become the “de facto” mental health system for children and adolescents, in part because of the significant time students spend at school. However, meeting the needs of students with behavioral or emotional problems within the school system poses its own challenges. Schools have reported being limited in their ability to deliver basic mental wellness to students due to the lack of available resources. Specifically, there is a shortage of school-employed mental health personnel and the ratio of student to mental health professional is two to three times larger than recommended. Expanded school mental health programs are partnered systems that utilize existing services and collaborate with community mental health (CMH) professionals at each level of the three-tiered system. This partnership enables CMH staff gain access to youth with emotional and behavioral problems, resulting in increased prevention and intervention services for students. Additionally, a coordinated effort such as student-transition services has an integral role of facilitating the process from the school system to postsecondary employment, training, and or additional education.

Being overweight or obese is widely accepted as a health risk for many years. But recent research in Sweden, France, England and Britain has shown that the areas of the body in which fat is deposited are more important indicator than degree of over weight per se for disorders as ischaemic heart disease, hypertension and diabetes. Joyce Hughes discusses the importance of regional distribution of adipose tissue