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This chapter explores ways that tablet devices can be used to support the inclusion of students with disability in inclusive classrooms. A short description of the evidence of efficacy of using tablets to support students with disability is provided. Ways to use tablet devices to support students with disability in the areas of communication, academics, organisation and social emotional skills to support their inclusion in mainstream classrooms are addressed. Lastly, barriers to using tablets to support students with disability in inclusive classrooms are described and ways to remove these barriers are suggested.

The recent outbreak of Coronavirus disease has caused significant disruptions around the world. The global pandemic severely affects the education sector. However, amid the crisis, educators are resilient and resourceful and develop innovative ideas and learning designs to engage the students as much as possible. Educators in the special and inclusive education sector face more challenges due to the nature of students. The effective use of technology and mindset are the keys to success in this endeavour. This chapter discusses the institutional policies, good practices and practical ideas to overcome the difficulties in inclusive and special education students.

From the first attempts to prepare, train and educate teachers the official knowledge of the state has shaped what was identified as worth knowing, the curriculum. The knowledge and skills imparted link with political, economic and social priorities of the state. The formalization of this knowledge via pupil-teacher schemes, normal schools, as well as teachers’ colleges and universities was imperative in order for the state to define and control what was taught and who taught. Furthermore, central control of the curriculum, examination, classification and certification of teachers ensured that the agenda of the state was transported into the nation’s classrooms. Thus, the primary objective was to both produce and reproduce ‘good’ and ‘capable’ teachers ‘free from defect or infirmity’ to teach the skills and knowledge required for disciplined future citizenship.

Teacher colleges played a significant role in the preparation of teachers for over 100 years in New Zealand. Teacher training colleges opened in the 1880s and served as the main institutions for teacher preparation. Toward the end of the twentieth century, the plight of teachers’ colleges once again fell victim to the ‘decline and demand cycle’ for teachers. Fueled by discussions regarding the extent teacher training should be “practically based in the classroom”, new government directions and policy priorities for the preparation of the teaching workforce were implemented. All teacher colleges experienced either staged amalgamations or ultimate closure. In the late 1970s and 1980s, the preparation of teachers entered a new phase as the responsibility shifted to the university sector, which included the training of kindergarten teachers. While the policy rhetoric imagined this to be an amalgamation, the reality was a process fraught with a number of anxieties, not the least of which were the intellectual shifts.

The paper reviews current experience with water quality trading programs and evaluates trading's potential as a future water quality management tool. The relative virtues of cap and trade (CAT) versus regulatory offset programs are discussed, as are administrative and technical barriers to trading. Several existing trade programs are discussed in detail. The article places particular emphasis on the relationship between water quality trading and watershed-based regulatory initiatives such as the total maximum daily load program.

This research explores the expectation gap between tax clients’ motivations to hire tax preparers versus tax preparers’ perceptions of those client motivations. The study builds on limited previous research by examining preparers primarily from local firms rather than focusing solely on large international firms. The Gaps Model of Service Quality provides the theoretical lens for the paper. We employ the recently developed Taxpayer Motivation Scale (TMS) to measure four client motivations to hire a preparer: (1) saving money, (2) saving time, (3) legal compliance, and (4) protection from the IRS. We measure expectation gaps for those four motivations using matched tax preparer–tax client dyads.

We employ statistical sub-group analyses to investigate the effects of both clients’ and preparers’ demographic characteristics that influence tax-expectation gaps. Results suggest client gender plays a noteworthy role in predicting many of the gaps. In addition, complexity of tax returns, children in the home, and client perceptions of tax-preparer advocacy help explain gaps. Finally, female preparers appear to be relatively more sensitive to client needs. We conclude that tax preparers need to (1) better understand their clients’ motivations for hiring them and (2) reexamine marketing efforts to educate clients about preparer credentials and potential strategy options for tax preparation.

In the Western thought tradition, the tourist has not been a subject worthy of intellectual musings and philosophical deliberations. Indeed, the tourist has been portrayed in primarily derisive ways. Nietzsche’s remark, “Tourists—they climb mountains like animals, stupid and perspiring, no one has told them that there are beautiful views on the way,” epitomizes the dominant attitude. Why does the figure of the tourist elicit such negative reactions? Do the sentiments perhaps imply something else, or is the tourist a doppelgänger, not anomalous or marginal but normative—a paradigmatic figure? If so, then what can be said of the poetics and politics of the tourist conceptualized as a paradigmatic subject?