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Purpose – In this chapter, we expand the definition of disaster through combining the tenets of disaster studies with the literature on risks and consequences of war and conflict-related displacement and dislocation, with a focus on the challenges that drug misuse and changing drug markets present in these contexts. We conclude with policy recommendations for successful community rebuilding with relation to drugs and drug markets following various forms of disaster, gleaned from the combination of these areas of inquiry.

Design/methodology/approach – We discuss the concepts of risk, social vulnerability, and consequences as related to traditional conceptualizations of disaster, and highlight how they can also be applied to the study of veterans returning from war. We focus the on the similarities related to drugs and drug markets.

Findings – Overall, the similar vulnerabilities, potential for trauma, and drug-related consequences experienced by both disaster survivors and veterans suggest that the experience of war and return from such an event could be considered a disaster and analyzed as such.

Originality/value of power – Few scholars have examined how to expand the definition of a disaster and what is examined in the field of disaster studies. This chapter does this by examining how war could be analyzed as a disaster. It demonstrates the parallels between war and traditional disaster.

In view of the global warming that has increasingly been plaguing the earth, it should be no surprise that the world has been witnessing an unprecedented wave of natural disasters over the past decades. Among the most important of these natural calamities in recent years, mention can be made of the Indian Ocean earthquake and tsunami of 2004, hurricanes Katrina and Irene in the United States in 2005, cyclone Nargis in Burma in 2008, the Haiti earthquake of 2010, the Russian heat wave of 2010, the 2011 tornado in Joplin, Missouri, and the 2011 Tōhoku earthquake and tsunami in Japan. Ranging from earthquakes, volcanic eruptions, avalanches, and floods to heat waves, storms, and epidemics, the field of disaster research presents a myriad of questions for social-scientific exploration.

This chapter discusses the relationship between the amount of social capital resources and the local response to floods. It contains selected results of a large study on social attitudes towards natural hazards (floods, storm, and landslides) conducted in Southern Poland. The results focus on the actions taken by the inhabitants of six communities of different sizes threatened by floods. Both individual and collective mitigation behaviors are analyzed. Demographic and social characteristics are used to explain differences in local preparedness. Communities were chosen to represent three historical regions with different levels of bonding and bridging social capital. The results indicate the importance of strong ties (bonding social capital) in local flood preparedness and participatory risk management. Weak ties (bridging social capital) seem to be less useful, although their strengthening is necessary in areas with high migratory flows. We conclude that local risk assessment calls for better knowledge and understanding of local network capacities and their possible use in local flood risk governance strategies.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

In this paper, we first develop the concepts of authentic leaders, authentic leadership, and authentic leader development. We suggest a definition of authentic leaders, which is based on the leader’s self-concept: his or her self-knowledge, self-concept clarity, self-concordance, and person-role merger, and on the extent to which the leader’s self-concept is expressed in his or her behavior. Following, we offer a life-story approach to the development of authentic leaders. We argue that authentic leadership rests heavily on the self-relevant meanings the leader attaches to his or her life experiences, and these meanings are captured in the leader’s life-story. We suggest that self-knowledge, self-concept clarity, and person-role merger are derived from the life-story. Therefore, the construction of a life-story is a major element in the development of authentic leaders. We further argue that the life-story provides followers with a major source of information on which to base their judgments about the leader’s authenticity. We conclude by drawing some practical implications from this approach and presenting suggestions for further research.

Intergenerational confinement is an under-recognized, policy-driven issue which greatly impacts Indigenous and racialized peoples in countries with ongoing colonial legacies. Numerous policy solutions enacted over colonial history have exacerbated instead of mitigated this situation. This chapter advances an improved understanding of the impacts of carceral legacies, moving beyond the dominant focus of parental incarceration in the literature. Focusing on Indigenous peoples, multiple generations in families and communities have been subjected to changing methods of confinement and removal. Using critical policy analysis and interview research, this chapter interrogates these intergenerational impacts of carceral policy-making in Canada, Australia, and New Zealand. Drawing on qualitative interviews with 124 people in the three case countries, this chapter centers perspectives of people who have been intergenerationally confined in carceral institutions. With a goal of transformation, it then explores an alternative orientation to policy-making that seeks to acknowledge, account for, and address the harmful direct and indirect ripple-effects of carceral strategies over generations.

There is much evidence of bias in research on the effectiveness and efficacy of drugs as a result of the influence of the pharmaceutical industry. The purpose of this paper is to present the views of those involved in a major evidence-based policy initiative from Canada and examine the adequacy of existing academic conflict of interest (COI) rules.

Data came from the Alzheimer’s Drug Therapy Initiative in British Columbia, a coverage with evidence development (CED) initiative, where a form of action research collected insights from the authors’ experiences, combined with qualitative interviews with members of the research team.

The majority of researchers perceive the influence of pharmaceutical manufacturers as problematic. Even when the strictest of COI rules are followed, extending well beyond disclosure, the reach of industry is so great that existing COI rules lag far behind their expanding influence.

The authors support others who call for the funding of independent research, enforcement of existing disclosure rules, and unfettered publication rights. In addition, the authors urge the education of all research team members, including clinicians, on the evidence indicating the variety of forms through which industry influence is exerted. The authors believe that this awareness-raising can help toward minimizing that influence in the analyses that are conducted.

Consideration of pharmaceutical influence on CED research is important. There may be an untrue assumption that CED is functioning at arms-length from the drug companies.

This column is a reminiscent piece about how the origin of my work in the social studies and social justice was launched by a thoughtful and dedicated renaissance teacher.