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Nowadays, the increase in the capacity of batteries has laid the foundations for a broader diffusion of electric mobility. However, electric mobility is causing a growing electricity demand as well as the need to increase the diffusion of suitable charging stations. Within these last challenges, drawing on the recent literature, this chapter provides a critical and wide-ranging review of papers dealing with the formulation of the problem of the localisation of electric vehicle (EV) charging points. This problem is approached considering the electric charging infrastructure technologies, localisation criteria and related methodologies. This review shows how the ‘electric mobility revolution’ applies the technological innovations provided by the energy supply systems, and the location of these systems within the urban contexts. Since the technological innovations have different options, achieving an international standard of charging systems is still far away. Moreover, as there are several criteria, parameters and methodologies, and some analytical approaches for the localisation of electric vehicle charging points, the formulation of the ‘localisation’ problem should require the application of multi-criteria analysis to be addressed. Finally, the results show that there is no consensus on technologies, criteria, and methodologies to be adopted. Therefore, this wide-ranging analysis of the literature would be useful to support possible benchmarking and systematisation accordingly.

Digital humanities database is one of the essential tools in digital humanities research area. Therefore, examining the usage of digital humanities database in academic papers is conducive to assessing the value of digital humanities database for scientific research activities and improving the construction of digital humanities infrastructure.

This paper constructs an evaluation system of digital humanities database from the perspective of academic influence and social influence, with mention frequency, usage motivation, platform access data, usage region and usage discipline as indicators and takes China Biographical Database Project as the empirical object to explore the usage of digital humanities database in China.

The data analysis result demonstrates that digital humanities databases are widely used and recognized in China. However, the problem of low actual usage remains.

This paper constructs the digital humanistic database's evaluation system and discusses applying the digital humanistic database in China, which provides a new perspective and method for the influence evaluation study of the digital humanistic database.

In the last 10 years or so, a growing body of research has highlighted the importance of social movements as the mechanism through which fields change or new fields emerge. This article contributes to this body of research by studying how an organization was able to promote institutional change from the center of a field by channeling the legitimacy generated by local religious movements. Data comes from the archives of a special commission within the Catholic Church that developed rules for adjudicating miracles performed by candidates to sainthood. The social movement is composed of candidates and their supporters who mobilized local communities using miracles. The period of the analysis was the aftermath of the Protestant Schism, when long-established practices and beliefs were fundamentally challenged. By approving miracles that created ties between individuals that spanned across kinship and social status boundaries, the commission was able to channel legitimacy into the wounded core of the Church. At the same time, receiving Rome’s approval reduced the competition the candidate’s supporters faced from other religious activists. The noncontentious interaction that occurred between the two actors gave birth to the field of modern sainthood. The main implication for organization theory is that, even in the absence of conflict, a new environment and ideology can emerge endogenously from the center of a field and transform both the organization and the social movement.

The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning.

A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation.

This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks.

This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study.

There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.

In this chapter I describe and analyze the decisions and strategies made by marketplace vendors in Challapata, Oruro, Bolivia, by presenting four detailed case studies. I demonstrate that rather than trying to simply gain a profit in order to accumulate capital, a variety of goals and objectives underlie the way in which vendors operate their businesses. These numerous goals and objectives can be recognized when vendors’ businesses are comprehended as one aspect of household maintenance activities. I conclude that when viewed from this perspective, vendors’ decisions and strategies can be understood to be shaped by moral and social obligations as well as by the rationality of the market.

According to John Dunning’s eclectic paradigm, firms need to have ownership, location, and internalization advantages in order to cross borders and engage in foreign direct investment. By drawing on historical evidence on the evolution of a group of leading marketing‐based multinationals in consumer goods, this paper claims that, despite its richness, the eclectic paradigm, and in particular the concept of “ownership advantages,” needs to be revised and extended to take into account different levels of institutional analysis. For the eclectic paradigm to give a rounded view of the internationalizing firm, it needs to acknowledge the critical importance of firm‐specific ownership advantages, such as the role of the entrepreneur.

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.

This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).

Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.

Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.

Using life history interviews with 10 college-educated Deaf women, this chapter investigates how the women saw themselves “between worlds” and how they balanced being both workers and mothers. While considering Gabel and Peters’ (2004) call for a theory of resistance in the field of disability studies along with Garland-Thomson (2004) who argues for a feminist disability studies theory, the author argues that when theorizing about the construction of a worker, which is a fluid identity, it is necessary to consider notions of gender along with ability and to note places where individuals resist stereotypes placed on them by the larger society. The women of this study resisted ideas of deafness as a “disability” and did things to show they were a linguistic minority and part of the Deaf community. Teaching, in certain contexts, was a place where they educated people about their deafness and became, in their words, “lifetime educators.” Those who worked in hearing offices developed strategies such as being lifetime educators, self-advocates, volunteering in these offices, and often denying a part of their Deaf identity.