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This paper aims to demonstrate methods that sustainability-conscious brands can use to include their primary producers in the measurement and reporting of the environment and sustainability performance of their supply chains. It explores three questions: How can farm businesses provide information required in sustainability reporting? What are the challenges and opportunities experienced in preparing and presenting the information? What future research and policy instruments might be needed to resolve these issues.

This study identifies and describes methods to provide the farm-level information needed for environmental performance and sustainability reporting frameworks. It demonstrates them by compiling natural capital accounts and environmental performance information for two wool producers in the grassy woodland biome of Eastern Australia; the contrasting history and management of these producers would be expected to result in different environmental performances.

The authors demonstrated an approach to NC accounting that is suitable for including primary producers in environmental performance reporting of supply chains and that can communicate whether individual producers are sustaining, improving or degrading their NC. Measurements suitable for informing farm management and for the estimation of supply chain performance can simultaneously produce information useful for aggregation to regional and national assessments.

The methods used should assist sustainability-conscious supply chains to more accurately assess the environmental performance of their primary producers and to use these assessments in selective sourcing strategies to improve supply chain performance. Empirical measures of environmental performance and natural capital have the potential to enable evaluation of the effectiveness of sustainability accounting frameworks in inducing businesses to reduce their environmental impacts and improve the condition of the natural capital they depend on.

Two significant social implications exist for the inclusion of primary producers in the sustainability and environmental performance reporting of supply chains. Firstly, it presently takes considerable time and expense for producers to prepare this information. Governments and members of the supply chain should acknowledge the value of this information to their organisations and consider sharing some of the cost of its preparation with primary producers. Secondly, the “additionality” requirement commonly present in existing frameworks may perversely exclude already high-performing producers from being recognised. The methods proposed in this paper provide a way to resolve this.

To the best of the authors’ knowledge, this research is the first to describe detailed methods of collecting data for natural capital accounting and environmental performance reporting for individual farms and the first to compile the information and present it in a manner coherent with the Kering EP&L and the UN SEEA EA. The authors believe that this will make a significant contribution to the development of fair and standardised ways of measuring individual farm performance and the performance of food, beverage and apparel supply chains.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

In this volume of Advances in Learning and Behavioral Disabilities, we explore the next big things that will shape the field. We asked chapter authors to predict what they believe will be influential ideas and reforms in the near future and to describe how to implement them to generate positive effects. Although change is constant, it comes in many forms and does not always result in progress or bring about desired outcomes. Thus, carefully considering and planning for the next big things that will shape the field is critical. In this introductory chapter, we provide an overview of change and big ideas in the field of learning and behavioral disabilities and preview the 11 subsequent chapters in the volume.

Some of the Sustainable Development Goals (SDGs) adopted by the United Nations (UN) General Assembly are related to violence, crime and crime control issues. In what seems to be an innovative approach, the so-called ‘international community’ has seemed to reach the commonsensical agreement that, in order to enjoy sustainable development and strengthen the capabilities, well-being and freedom of the citizens of the global south, their governments must reduce violence and crime (SDG 16.1). The SDGs also seem to provide the response to tackle crime and violence in the global south. SDG 16.3 aims at ‘promoting the rule of Law at the national and international level and ensuring equal access to justice for all’. Thus, the promotion of the rule of law has commonly been understood as the strengthening of the criminal justice system and State security forces to reduce crime and impunity in the global south. Focussing on Latin America, this article will critically discuss the problematic presuppositions and implications of such a paradigm, which tends to impose, reproduce and legitimise the particular worldviews of global north countries and institutions. This approach is counterproductive, for it does not acknowledge the particularities and historical trajectories of Latin American countries, while naturalising specific global north political, economic and truth regimes.

A LEAN year faces many librarians and, of course, their Staffs as a result of the sudden but not unexpected bound in the cost of public services. It creates, as one well‐known librarian remarked in our hearing, not a crisis but an administrative problem. It is difficult to suggest a condition in which such circumstances may not occur from time to time; the former Stability of local government and its officers has been considerably weakened in recent years: a fact which may have unfortunate effects on the recruitment to this service. Most towns, however reluctantly, have accepted the fact that if municipal or other local services are to continue they must be paid for and, this is the essential, at current rates. The butcher, baker, and perhaps most obviously the builder, decorator, farmer and miner, will not serve them in their homes on any other terms. The proverb of cutting the coat according to the cloth means, of course, according to the weave and certainly has not the silly meaning given popularly to it for, if there is insufficient cloth, there can be no coat at all. It seems then that libraries have not all been deprived in the manner that has been the case in a few towns. As we write the national and international atmosphere has a touch of spring and therefore of promise in it and, while there is as yet no cause for jubilations, some optimism may be felt. Nevertheless, it takes a large library a long time to recover from a temporary mutilation of its services.

Ask a manager what she/he does. She/he will probably tell you about functions or processes such as planning, organising, budgeting, and controlling (Fayol 1949).

About one in five men living with HIV in the USA passes through a correctional center annually. Jails and prisons are seen therefore as key intervention sites to promote HIV treatment as prevention. Almost no research, however, has examined inmates’ perspectives on HIV treatment or their strategies for retaining access to antiretroviral therapy (ART) during incarceration. The purpose of this paper is to describe the results of an exploratory study examining men's perceptions of and experiences with HIV care and ART during incarceration.

Semi-structured, in-depth interviews were conducted with 42 HIV positive male and male-to-female transgendered persons recently released from male correctional centers in Illinois, USA.

Interpersonal violence, a lack of safety, and perceived threats to privacy were frequently cited barriers to one's willingness and ability to access and adhere to treatment. Over 60 percent of study participants reported missed doses or sustained treatment interruption (greater than two weeks) because of failure to disclose their HIV status, delayed prescribing, intermittent dosing and out-of-stock medications, confiscation of medications, and medication strikes.

Substantial improvements in ART access and adherence are likely to follow organizational changes that make incarcerated men feel safer, facilitate HIV status disclosure, and better protect the confidentiality of inmates receiving ART.

This study identified novel causes of ART non-adherence among prisoners and provides first-hand information about how violence, stigma, and the pursuit of social support influence prisoner's decisions to disclose their HIV status or accept ART during incarceration.

Warner Winslow Gardner's notes on The Institutional Theory of John R. Commons (1933) are published here for the first time, as far as the present editors can determine. The typewritten manuscript was found among the Robert Lee Hale papers at the Rare Book and Manuscript Library of Columbia University.² Gardner (1909–2003) was born in Richmond, Indiana. He went to Westtown School, a Quaker preparatory school in Pennsylvania for five years, and then to Swarthmore College, graduating in 1930. To escape unemployment, as he stated in his recorded reminiscences, Gardner took graduate work on a fellowship at Rutgers University, receiving a Master of Arts Degree in economics in 1931.³ From there he went to Columbia Law School, graduating in 1934. Quite significantly, Gardner attributed his decision of shifting from economics to law to his reading of Commons’ Legal Foundation of Capitalism:It would be 1930–31 and, in the course of that year, I read and was much impressed by a book by John R. Commons at the University of Wisconsin in which he tried to weave together economics and law. I thought, “aha,” here is a field that had real attraction and real potentiality. I ended up with an MA at the end of that year. Instead of going for a Ph.D. in economics, I thought I’d go to law school, study law and try to weave the two disciplines together into a meaningful structure. (Gardner, 1972, p. 16).

As a way of focusing curriculum development and learning outcomes universities have introduced graduate attributes, which their students should develop during their degree course. Some of these attributes are discipline‐specific, others are generic to all professions. The development of these attributes can be promoted by the careful use of self‐ and peer assessment. The authors have previously reported using the self‐ and peer assessment software tool SPARK in various contexts to facilitate opportunities to practise, develop, assess and provide feedback on these attributes. This research and that of the other developers identified the need to extend the features of SPARK, to increase its flexibility and capacity to provide feedback. This paper seeks to report the results of the initial trials to investigate the potential of these new features to improve learning outcomes.

The paper reviews some of the key literature with regard to self‐ and peer assessment, discusses the main aspects of the original online self‐ and peer assessment tool SPARK and the new version SPARK^PLUS, reports and analyses the results of a series of student surveys to investigate whether the new features and applications of the tool have improved the learning outcomes in a large multi‐disciplinary Engineering Design subject.

It was found that using self‐ and peer assessment in conjunction with collaborative peer learning activities increased the benefits to students and improved engagement. Furthermore it was found that the new features available in SPARK^PLUS facilitated efficient implementation of additional self‐ and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes. The trials demonstrated that the tool assisted in improving students' engagement with and learning from peer learning exercises, the collection and distribution of feedback and helping them to identify their individual strengths and weaknesses.

SPARK^PLUS facilitates the efficient management of self‐ and peer assessment processes even in large classes, allowing assessments to be run multiple times a semester without an excessive burden for the coordinating academic. While SPARK^PLUS has enormous potential to provide significant benefits to both students and academics, it is necessary to caution that, although a powerful tool, its successful use requires thoughtful and reflective application combined with good assessment design.

It was found that the new features available in SPARK^PLUS efficiently facilitated the development of new self‐ and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes.

The purpose of this paper is to suggest a practical means of incorporating ecological capital into the framework of business entities. Investors and shareholders need to be informed of the viability and sustainability of their investments. Ecological (natural) capital risks are becoming more significant. Exposure to material risk from primary industry is a significant factor for primary processing, pharmaceutical, textile and the financial industry. A means of assessing the changes to ecological capital assets and their effect on inflows and outflows of economic benefit is important information for stakeholder communication.

This paper synthesises a body of literature from accounting, ecological economics, ecosystem services, modelling, agriculture and ecology to propose a way to fill current gaps in the capability to account for ecological capital. It develops the idea of the ecological balance sheet (EBS) to enable application of familiar methods of managing built and financial capital to management of ecological assets (ecosystems that provide goods and services).

The EBS is possible, practical and useful. A form of double-entry bookkeeping can be developed to allow accrual accounting principles to be applied to these assets. By using an EBS, an entity can improve its capability to increase inflows and avoid future outflows of economic benefit.

Although major efforts are under-way around the world to improve business impact on natural resources, these efforts have been unable to satisfactorily help individual businesses elucidate the practical economic and competitive advantages conferred by investment in ecological capital. This work provides a way for businesses to learn about what the impact of changes to ecological assets has on inflows and outflows of economic benefit to their enterprise and how to invest in ecological capital to reduce their enterprise’s material risk and create competitive advantage.

No one has synthesised knowledge and practice across these disciplines into a practical approach. This approach is the first demonstration of how ecological assets can be managed in the same way as built capital by using proven practices of accounting.