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A group of men are gathered around an office work station. On the computer screen an animated, anatomatically correct woman says, “Hello, I'm Maxie, your date from MacPlaymat. Would you like to take off my clothes? I'll guide you. Start with my blouse.” The employee at the keyboard removes Maxie's clothes and then selects “sex toys” from the “tool box.” Maxie can be handcuffed, gagged, shackled, and made to perform a variety of sex acts. The excellent graphics and digitised sound of the computer allow Maxie to writhe and moan. A woman enters the office and finds her colleagues engaged in this “entertainment.” Has a computer game set the stage for a complaint of sexual harassment?

In the present chapter, we present the case study of the only woman film director who has ever won an Academy Award for Best Director, Kathryn Bigelow. We analyzed 43 written interviews of Kathryn Bigelow that have appeared in the popular press in the period 1988–2013 and outlined eight main themes emerging regarding her exercise of leadership in the cinematic context. We utilize three theoretical frameworks: (a) paradoxical leadership theory (Lewis, Andriopoulos, & Smith, 2014; Smith & Lewis, 2012); (b) ambidextrous leadership theory (Rosing, Frese, & Bausch, 2011), and (c) role congruity theory (Eagley & Karau, 2002) and show how Bigelow, as a woman artist/leader working in a complex organizational system that emphasizes radical innovation, exercised paradoxical and ambidextrous leadership and challenged existing conventions about genre, gender, and leadership. The case study implications for teaching and practice are discussed.

To discuss US, EU and UK tax-related issues that sovereign wealth funds should consider when investing in private funds.

Discusses various tax-related structuring, operational, risk-allocation, and economic matters that private funds, sovereign wealth funds and other non-US institutional investors should consider a series when evaluating potential private fund investments.

Despite the market disruption caused by the COVID-19 pandemic, sovereign wealth funds continued to make significant capital commitments to private funds in 2020 and, as the world emerges from the pandemic, are expected to make similar or greater commitments in 2021 and beyond.

Practical guidance from lawyers with wide experience in international tax planning and investment fund structuring.

This chapter explores women leaders’ outward appearance in the male-dominated world of rail, through the lenses of postfeminism and neoliberalism. Drawing on 31 interviews with women leaders in rail, it maps how a postfeminist logic is evident in women leaders’ narratives of aesthetic femininity. Aesthetic femininity refers to women leaders’ outward appearance which they describe as feminine. The research participants justify their feminine ‘work style’ through postfeminist themes of individual choice, natural sex differences, irony, personal initiative, skill and empowerment. The findings also show a patterning of justification around aesthetic femininity that fits a neoliberal self-governance as enterprise, self-flexibility and self-confidence. It is argued that whilst these iterations of aesthetic femininity are rooted in postfeminist and neoliberal contexts, they have consequences for sustaining gendered inequalities and traditional feminine norms in the highly masculinised culture of rail. Women’s narratives, whereby gender inequalities are acknowledged then subsumed into individualised agency through dress and appearance, do little to challenge the gendered culture in this sector.

In residential buildings, personal choices influence electricity and water consumption. Prior studies indicate that information feedback can stimulate resource conservation. College dormitories provide an excellent venue for controlled study of the effects of feedback. The goal of this study is to assess how different resolutions of socio‐technical feedback, combined with incentives, encourage students to conserve resources.

An automated data monitoring system was developed that provided dormitory residents with real‐time web‐based feedback on energy and water use in two “high resolution” dormitories. In contrast, utility meters were manually read for 20 “low‐resolution” dormitories, and data were provided to residents once per week. For both groups, resource use was monitored during a baseline period and during a two week “dorm energy competition” during which feedback, education and conservation incentives were provided.

Overall, the introduction of feedback, education and incentives resulted in a 32 percent reduction in electricity use (amounting to savings of 68,300 kWh, $5,107 and 148,000 lbs of CO₋₂) but only a 3 percent reduction in water use. Dormitories that received high resolution feedback were more effective at conservation, reducing their electricity consumption by 55 percent compared to 31 percent for low resolution dormitories. In a post‐competition survey, students reported that they would continue conservation practices developed during the competition and that they would view web‐based real‐time data even in the absence of competition.

The results of this research provide evidence that real‐time resource feedback systems, when combined with education and an incentive, interest, motivate and empower college students to reduce resource use in dormitories.

This is the first study to report on the effects of providing college students with real‐time feedback on resource use. The authors of this study are currently engaged in further research to determine: whether reductions in consumption can be sustained over time with and without incentives; the degree to which feedback affect attitude; and the degree to which findings are transferable to apartments and other residential settings.

As the Era of Accountability has given rise to the prevalence of curriculum standards and multiple educational stakeholders have engaged in the writing of these documents, the National Council for the Social Studies has revised its original standards document published nearly two decades ago. This study investigated what the revised document reveals in terms of gendered discourses. Through employing the tools of discourse analysis, the dominant discourses advanced in the document’s curricular recommendations were revealed. Two discourses prevailed in the analysis: gender imbalance with a narrow view of valued masculinity and gender-free with a hidden discourse of males dominating in those spaces. A discussion of the presence of trans and other gender identities in the document is included. As gender is sparsely mentioned in the curricular recommendations, and a binary view of gender is adhered to throughout, there is little guidance for curriculum writers and teachers to teach in transformative ways that challenge the status quo.

This paper describes studies of the ICAN Intervention and their implications.

We adapted the ICAN intervention to support the science interest and learning of at-risk, middle-school-age youth, who were participants in entry-level, out-of-school, inquiry-informed, science workshops. The intervention is a brief ungraded writing assignment that is integrated into science activities on a daily basis in order to encourage workshop participants to reflect on science: what participants understand, the skills they have acquired, and what they still want to figure out.

Findings indicate that the use of the ICAN Intervention in science inquiry supports the development of science interest and science problem solving that is sustained 5 weeks following the workshop. Moreover, participants who write more responses to the ICAN probes are more likely to evidence changes in science learning, regardless of their initial level of interest in science. Participants with less-developed and with more-developed science interest at the beginning of the workshop all progress. The findings further suggest that when the intervention is coupled with an inquiry-informed integrated science, technology, engineering, and mathematics (iSTEM) curriculum, it provides an additional boost for the development of science interest and learning.

The ICAN Intervention as adapted provides a solution to questions raised about whether inquiry-based instruction can promote learning. Our findings indicate that it can. Our findings also demonstrate that when undertaken in a concept and idea-rich environment, the structure of a motivation-based intervention is open-ended enough that all participants will progress, continuing to develop their interest and their learning of disciplinary content.

There is inadequate health care for patients with developmental disabilities (DD), due to a number of systemic issues. This case study describes the establishment of a medical-dental clinic in Montréal, Québec for adults with DD. The purpose of this paper is to describe the model of interdisciplinary care based on best practices, as an example to encourage a growing community of trained health professionals to serve this population.

Interviews with all the clinic staff and leadership were conducted on-site at the clinic, followed by document review and discussions with an embedded researcher in the organization.

The clinic was established through a series of events that led to public and government interest to act, the timely emergence of major donors, and bringing together several dedicated individuals and organizations. The core team engaged in consultation with clinics, followed by extensive billing analyses and iterative process mapping as a learning organization. Prior to patient visits, the clinic conducted detailed intake processes to adequately plan for each patient interaction. Desensitization visits were undertaken to improve patient tolerance for examination and treatment. The continual collection of data fed into an evaluation framework to facilitate continuous improvement and articulate a model for replication.

To the best of the authors knowledge, there is not a clinic of this nature serving this population in Canada. This work can serve to inform the efforts of other care providers looking to create a medical – dental home for this population.

Investigating the day of week and hour of day temporal patterns of crime typically show that (late) nights and weekends are the prime time for criminal activity. Though instructive, mental-health-related calls for service are a significant component of police service to the community that have not been a part of this research. The purpose of this paper is to analyze calls for police service that relate to mental health, using intimate partner/domestic related calls for police service for context.

Approximately 20,000 mental health related and 20,000 intimate partner/domestic related calls for police service are analyzed. Intra-week and intra-day temporal patterns are analyzed using circular statistics.

Mental-health-related calls for police service have a distinct temporal pattern for both days of the week and hours of the day. Specifically, these calls for police service peak during the middle of the week and in the mid-afternoon.

This is the first analysis regarding the temporal patterns of police calls for service for mental health-related calls. The results have implications for police resourcing and scheduling, especially in the context of special teams for addressing mental health-related calls for police service.

This volume is dedicated to furthering our understanding of the importance of context in the development and application of leadership theory, advancing our knowledge of when, how, and under what conditions context matters most. Leadership is fundamentally a contextual phenomenon, constantly evolving, changing, and being applied in a specific environment. In this introductory chapter, I highlight key themes and aspects of dynamic and often paradoxical leadership across a wide domain of industries and contexts. First, I examine the importance of context across the chapters of the volume, including different domains, to different degrees, and from different theoretical angles. In some of the domains, context shapes the style or type of leadership that is needed, while in others, the context highlights to an extreme degree the aspects of leadership that may be invisible or less salient in different settings, but nevertheless characterize most leadership situations. I subsequently provide an overview of each of the chapters of the volume, examining leadership in the context of sports and competition, extreme “life or death” contexts, creative industries, and values-based and caring organizations. The four parts of the volume highlight leadership themes and connections across contexts and settings, including adaptability, dealing with paradox, and relational leader–follower and team dynamics.