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The “New Paradigm” of disability and the International Classification of Function Disability and Health both describe an ecological model of disability that has significantly influenced policy and law, and this model is frequently cited as a background in published research. Given the central role of “the environment” in this ecological model, we asked, what is the status of research on the environment and disability? Specifically, is a scoping review warranted in this area of research?

We conducted a “rapid scan” of the National Rehabilitation Information Center (NARIC) database for articles reporting studies of the environment – defined as the arranged or built environment. We also scanned Google Scholar to ascertain the frequency of articles that might report research into the environment.

NARIC archived 12,486 items published from January 2007 to June 2012; 530 (4.2%) of which contained the search term “environment.” Of the 530 items, 78 (14.7%) also included the terms architecture space, accessibility, and ICF. Over the same time period, Google Scholar returned 109,000 entries to search terms “disability and environment,” 349 (0.3%) of which also included the terms architecture space, accessibility, and ICF.

This application of a method for rapidly assessing the status of the literature suggests that research into some aspects of the environment and disability may be under-represented. A more complete review, requiring more resources, is warranted.

Recent developments in image recognition and “Big Data” offer a method for monitoring the physical accessibility of community environments over time. The stimulus characteristics of images showing access features in context are extremely complex, however, and defining access features that are recognizable by humans or machines is a challenging task. Carefully defining access features provides a basis for teaching both humans and machines to recognize those features and to rate the degree of accessibility.

We employed a stage-process to identify access features detectable in images presented by GSV. We created definitions of features, developed a protocol for conducting community observations, and used it to conduct assessments of access images of 14 towns and cities in 9 states and the District of Columbia.

Interobserver agreement averaged 84% on features and 93% on people observed. A combined access score across communities averaged 60%; ranging from 32% to 100%. A scaled “minimum access” score averaged .92; ranging from .59 to 1.0. We observed 158 people, 3 of whom used a mobility device and 13 of whom used other wheeled devices.

Equating these ratings to academic grades suggests that several communities fail to achieve standards of accessibility but do achieve minimal levels of access in their civic cores. Google Street View offers a data source for human observers to assess the accessibility of communities. Researchers should explore the feasibility of using supervised and unsupervised learning to establish machine recognition of access features.

Why do we need an article which reviews and compares almanacs? Can we learn anything new by re‐examining these heavily used, everyday tools? The authors — two experienced reference librarians, frequent users of almanacs — were surprised by what they learned. Not only did their opinions of individual almanacs change, but also they were pleased to discover information on topics they never thought were covered.

The aim of this paper is to focus on Rousseau's three major works: the epistolary novel Julia. Or, The New Eloisa, one of the eighteenth century's best sellers, the political essay The Social Contract, and the pedagogical treatise Emile: or On Education. It seeks to explore the innovative management theories Rousseau develops as he embarks in the simultaneous composition of these three major works, particularly as he conceptualizes his ideal society and envisions a brand new political system, one that would take into account the natural state of humankind in order to socialize them more efficiently.

The paper explores Rousseau's solution to these obstacles, and examines his understanding of censorship, as well as the surreptitious control of people's values, tastes, and aspirations. His vision of humanity is very similar to that of “a machine to be put together by skillful devices”, assuming “that the materials of which it is composed are colorless and lifeless”.

The conclusions reached in this paper hinge upon, in significant part, Rousseau's approach to management science, and the individual's subjection to authority, as well as the overarching necessity for any form of power to be imperceptible.

The paper shows that in Rousseau's mind, people are mere pawns on the political chessboard, “to be arranged by the fancy of the legislator.”

Botanic gardens represent a significant educational resource often acting as major providers of a diverse range of formal and informal education programs for people of all ages and backgrounds. INQUIRE was a three-year project focusing on inquiry-based science education (IBSE) that involved 17 partners in 11 European countries that aimed to reinvigorate IBSE in the formal and Learning Outside the Classroom (LOtC) educational contexts in Europe. This chapter presents a case study of successful practices for embedding inquiry-based teaching and learning in botanic gardens. IBSE training courses were developed, piloted, and run. The study based on a qualitative evaluation strategy centers on the examination of the INQUIRE partners’ design, implementation and delivery of their IBSE teacher/educator training courses. The findings show that the courses had a positive impact on the participants who learned both theoretical and practical aspects of implementing IBSE in school and LOtC contexts (www.inquirebotany.org) and strong indications of good quality course provision across the project. A greater appreciation of botanic gardens as a learning resource was also noted. The project resulted in significant professional development outcomes and the key factors for success are discussed here. Consequently, this chapter presents evidence from IBSE in action in botany-related topics and provides a strong case for IBSE in botanic gardens.

Father involvement is a salient predictor of children’s development and recent studies suggest that African American fathers who are highly involved across infancy and toddlerhood have children who enter school better prepared to succeed. Little is known, however, about the specific dimensions of fathering (e.g., language stimulation) that contribute to the positive development of African American children during the early childhood period. Even less is known about psychological and contextual barriers to positive father involvement among African American men with very young children. The first part of this chapter briefly reviews empirical research that has delineated links between multiple dimensions of father involvement and child development in African American families. The second part of the chapter explores emerging evidence on the associations between fathers’ psychological functioning, father involvement and child development, and concludes with suggestions for future research, practice, and policy.

In January the Ashridge Management College hosted a novel conference jointly with the Association of Teachers of Management. More than 20 managers, academics and consultants from the UK and overseas, all with an active interest in solving management problems, debated some of the very many research projects currently in progress. After an opening session in which Philip Sadler emphasised the need for high quality, relevant and practical research, most time was in small sessions with researchers whose projects had common themes but who tackled the issues from different perspectives. Since almost all work presented at the conference was based on practical studies within organisations, there was much scope for sharing experience between managers and academics.

National Board Certified Teachers (NBCTs) are highly accomplished teachers who have learned to deprivatize their teaching practice, and hence provide a valuable model for teacher leadership. This chapter, which focuses on NBCTs as mentors of teacher candidates in a professional development school (PDS) setting, blends the National Board for Professional Teaching Standards’ Five Core Propositions, Teacher Leadership Exploratory Consortium Standards, and National Council for Accreditation of Teacher Education PDS Standards to operationalize teacher leadership among four NBCTs. Utilizing multiple case-study research methods, data were gathered using prereflections, weekly e-mail prompts, and end-of-semester interviews. Six common threads focus on NBCTs serving as bridges from preservice to in-service teaching and creating distributed leadership opportunities.