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This paper aims to understand the meanings, motivations and practices of green motherhood and, in particular, how green mothers incorporate this lifestyle into their consumption practices.

To address the research questions, a survey and focus group were conducted. Survey responses and transcribed focus group statements comprise the data.

Several variables explain the adoption of green motherhood for one consumer segment. Results showed the mothers’ greater concern about their own family’s health and safety, and a desire to reduce risk and gain some control over their world, rather than concern about the environment at large, drives their choices.

The paper identifies and explores the consumption and mothering practices of a segment of “light green” moms and uncovers their motivations. Limitations include relatively small sample sizes.

“Green mothers” are an important, emerging segment of green consumers, but they often face conflicting roles and expectations. The research adds to the literature on green consumerism by expanding the authors’ knowledge of the nuances and limitations of the green motherhood movement and delving deeper into the decision processes these mothers use. This information can help marketers seeking to target this segment with easy-to-use, convenient products which appeal to their concerns about controlling their environment and improving their family’s health.

Understanding green consumption practices can help marketers or governmental organizations reach consumers who are motivated to be “green”, which, in turn, can lead to an improved environment.

The identification of the “light green” consumer segment is novel, and the paper uses a unique mixed methods approach. Greater understanding of the meaning and limitations of green motherhood is obtained.

Although internet growth has allowed producers to shift control of service transactions to the customer, little research has examined the effects of this shift. The purpose of this paper is to focus on how the performance of different task types differentially affects consumer responses.

The paper is a field study using online data collection to examine the US Hispanic market, the fastest‐growing consumer group in the US as well as one of the fastest growing online user groups.

The paper finds that Hispanic consumers were less affected by the type of task than non‐Hispanic consumers, in terms of perceived quality, satisfaction, and intended patronage. Using constructs from the communications literature, task effects on three communication perceptions were shown to explain the differences.

The results provide support for the notion that more complex (transaction) tasks can lead to lower evaluations than less complex (information) tasks, while also providing some limiting conditions to this result.

The results in this paper suggest that services firms should consider, not only the environment in which the service encounter will be performed, but the type of service task, the type of consumer, and the potential interaction between them. As service organizations move from face‐to‐face to online service provision, they must consider how, online service provision is evaluated by consumers’, and how this affects patronage intentions.

The paper shows the usefulness of communications medium perceptions in explaining the interactive effects of service task and consumer type. It is pertinent to service providers, academic researchers, and consumer groups.

The purpose of this study was to ascertain the existence and strength of the relationship between proactive environmental policies and brand equity for the winery. Results of this study suggest that consumer perceptions about product quality, consumer trust, consumer perceptions about pricing, and positive expectations for the consequences of the winery's actions undertaking the pro‐environmental policies, all have strong, positive relationships with the winery's brand equity. Trust in the winery and brand equity for the winery increased significantly when the winery in this study adopted proactive environmental business policies.

This extended lesson plan uses the book Queen of the Falls to investigate the life of Annie Edson Taylor, the first person to successfully fall over Niagara Falls in a barrel Niagara Falls. Through the various activities, students will explore resources such as photographs, first-hand accounts, newspaper articles, songs, and poems from the era, to learn what life was like for women in 1901, and to discuss the events surrounding Taylor’s decision to venture over Niagara Falls. Several questions will be posed to the students including “How was Annie Edson Taylor a woman of her time?” “To what extent was Annie Edson Taylor a hero?” “Was Annie Edson Taylor’s trip over the Falls worth the attempt for fame and fortune?” The lesson concludes with the following question: “Was Annie Edson Taylor a woman of her time or by her design?”

Since the publication of Schon’s (1984) landmark text The Reflective Practitioner, there has been a surge in research literature demonstrating reflection as an essential “best practice” for teachers. However, it often feels as if reflection is forced into our lives or we happen upon it at inopportune times, creating a contradiction of un/predictability – it is touted as crucial but afforded only particular spaces or purposes, while it sneaks into our lives at inappropriate times. From our perspective, this indicates underlying flawed modernist and humanist logics at work in conceptualizations of teacher and teachers’ work –we cannot plan on bodies in motion being predictable, and just because reflection seems located in the mind, does not mean the human is solely involved in reflection. The purpose of this chapter is to explore reflexivity as un/predictable in order to generate new possibilities and potential that are not bound by modernism’s penchant toward structure and humanism’s myopic self-awareness. Via co/autoethnography, we present individual narratives illustrating our relationships with reflexivity in various spaces of our lives. By using various types of mirrors (e.g., classic mirror, interrogation mirror, window as mirror, water as mirror) as analytical devices, we illustrate reflexivity as embodied processes that emerge un/predictably as we traverse various geotemporal–political locations and engage with other human, non-human and material bodies. By recasting reflexivity as dynamic and fluid, we raise possibilities for spontaneously incorporating reflexivity into teaching–learning and research, thereby untethering critical reflection from modernist and humanist logics that attempt to corral reflection into discrete activities and truncate its potential for transforming praxis.

The purpose of this research was to explore managers' perceptions related to the emerging needs, roles, values, responsibilities and commitments of millennials in the multi-generational workplace, and to determine how managers may effectively recognize and use millennial contributions to enhance the organizational culture and infrastructure.

This qualitative, narrative inquiry study utilized semi-structured interviews to capture collective insights of managers who lead millennials within multi-generational teams. All researchers used an interview protocol with each participant to maintain integrity. Data analysis included the creation of a code manual which was developed utilizing the first five interviews. The code manual included definitions, descriptions and exemplar text and was then used to code all remaining interviews.

Data are presented through three key areas of exploration: The contributions of millennials in multi-generational workplaces, the evolution of managerial views of millennials and the tactics managers use for millennial management in multi-generational teams.

Scholarly literature has clearly presented perceived qualities millennials bring to the workplace, including poor communication, advanced technology skills, overconfidence, and a need for work–life balance. This study seeks to provide an understanding of the generation, through the lens of their managers.

Additive manufacturing (AM) can reduce the process supply chain and encourage manufacturing innovation in remote or austere environments by producing an array of replacement/spare parts from a single raw material source. The wide variety of AM technologies, materials, and potential use cases necessitates decision support that addresses the diverse considerations of deployable manufacturing. The paper aims to discuss these issues.

Semi-structured interviews with potential users are conducted in order to establish a general deployable AM framework. This framework then forms the basis for a decision support tool to help users determine appropriate machines and materials for their desired deployable context.

User constraints are separated into process, machine, part, material, environmental, and logistical categories to form a deployable AM framework. These inform a “tiered funnel” selection tool, where each stage requires increased user knowledge of AM and the deployable context. The tool can help users narrow a database of candidate machines and materials to those appropriate for their deployable context.

Future work will focus on expanding the environments covered by the decision support tool and expanding the user needs pool to incorporate private sector users and users less familiar with AM processes.

The framework in this paper can influence the growth of existing deployable manufacturing endeavors (e.g. Rapid Equipping Force Expeditionary Lab – Mobile, Army’s Mobile Parts Hospital, etc.) and considerations for future deployable AM systems.

This work represents novel research to develop both a framework for deployable AM and a user-driven decision support tool to select a process and material for the deployable context.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

I. INTRODUCTION This study attempts to extend and expand previous research conducted by the Department of Marketing at Strathclyde on the adoption and diffusion of industrial products.

This paper aims to provide a critical examination of the career trajectories of Black male educators through the discussion of key issues relevant to the professional development and advancement of this population.

The authors approach this paper through the examination of literature related to Black male educators. The authors seek to provide insight into the status of Black male educators through a critical focus of scholarship in the three critical areas of Black male educator recruitment, retention and mobility.

This examination supports the need to generate sustainable initiatives to diversify our nation’s classrooms and create additional opportunities for Black male representation in school leadership positions. Effectively dismantling the entrenched hurdles many encounter within their teaching careers requires a concerted commitment by advocates, policymakers and school administrators at all levels. Additionally, there is a continued need for stakeholders to keep the diversification of P-12 schools as a key priority in current education reform strategies.

This paper serves as an impetus to highlight the continued need for further exploration and consequential action to increase the numbers of Black males in the teaching profession.

This paper adds to the literature surrounding Black male educators by providing a holistic view of their career trajectories of Black male educators and shedding light on the need for ongoing efforts to diversify the P-12 teaching workforce.