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The purpose of this paper is to provide an overview of the sexual aggression in sport literature, including an analysis of interventions delivered to athletes that focus on the role of the coach and wider sporting community. The paper will also discuss the limitations of applying such prevention methods and possible directions for future research.

This paper provides an overview of research investigating the prevalence of sexually aggressive behaviour perpetrated by athletes, theoretical explanations of their sexual misconduct, and the application of violence prevention methods delivered to athletes.

Research findings are discussed in relation to the prevalence of sexual aggression in sport and the efficacy of prevention methods.

This is a viewpoint piece on sexual aggression in sport.

The purpose of this paper is to draw attention to the ways in which the Supreme Court of Canada has shifted away from transcendent/religious to nonreligious conceptualizations of assisted dying.

A discourse analysis of a Supreme Court of Canada case on assisted dying and the facta of the 26 associated interveners.

The research points to a shift away from religious to nonreligious understandings in the way the Court conceptualizes suffering, pain, illness and assisted dying.

This paper contributes to the understanding of nonreligion as a social phenomenon.

In 1937, a pictorial fine art map of the University of Toronto was designed and painted by artist Alexander Scott Carter. The map was commissioned by Vincent Massey, then High Commissioner for Canada in Britain, and given as a gift to Hart House. As a vibrantly visual rendition of the university's historical lineage, the map depicts the evolution of the university's various colleges along with its founders, contemporary geographical boundaries, and lush and verdant landscapes. The purpose of this paper is to inquire into its cultural and historical importance.

The paper analyses, and provides a viewpoint on, A. Scott Carter's map.

Carter's map reveals the discursive and visual interpretive frameworks in which the map was situated and the narratives and myths that it sanctioned. The map performs an important function in authorizing the collective identity of the university and its actual and imagined communities. It provides a cultural expression of shared values, ideals, and particular historical traditions. The university's place in the hierarchy and tradition of Canadian higher education in the British Commonwealth is embodied in the map at a time when such ideas were under scrutiny by professors and intellectuals who were arguing for the extrication of Canada from colonial inheritances.

Carter's map highlights the university and its integral cultural artifacts, spaces, and practices as being replete with contested meanings, experiences, and symbolism. Through dynamic cartography, new approaches in deciphering the official and informal campus emerge to produce a nuanced and multifaceted historical picture of university and academic cultures.

This chapter examines evidence-based practice in the Australian education system, with particular reference to special education. Initially a brief overview of the Australian education system will be provided, followed by consideration of the incorporation of the concept of evidence-based practice into Australian educational policy at both national and state level. Subsequently, Australian teacher registration and teacher education program accreditation standards will be examined with regard to the adoption of evidence-based practice. We then describe the use of evidence-based practices in teacher education programs, particularly in the area of classroom and behavior management and in special education/inclusion subjects. We will overview several research studies to illustrate the degree of penetration of the concept of evidence-based practice into educational systems and teaching practice. Although we found little evidence of a commitment to evidence-based practice in Australian education systems beyond rhetoric, we are cautiously optimistic that increasing emphasis will be given to the use of empirical evidence in the future.

Multiteam systems (MTSs) have been employed across numerous organizations and occupations (e.g., healthcare, emergency disaster response, business, and military) to achieve complex goals over time. As MTSs are inherently different than team level and organizational level theories, this chapter highlights the defining features of these dynamic systems through a temporal lens. Thus, the main purpose of our chapter is to address the challenges and issues concerning MTSs over time in order to provide a future agenda to guide researchers and practitioners.

To explore temporality throughout this chapter, we leverage two key MTSs frameworks along with contributions from the literature to produce a review, which demonstrates the extent of MTS theoretical and practical findings. After reviewing the definitional components of MTSs, we highlight various compositional, linkage, and developmental attributes that operate within a system. We then expand upon these attributes to consider the structural features of the system that enhance boundaries between component teams (i.e., differentiation) and may disrupt the system over time (i.e., dynamism).

After reviewing and integrating current MTS literature, we provide a new conceptual framework for MTSs and their temporal complexities. We offer several methodologies that managers and researchers can employ to assess these complex systems and suggest practical recommendations and areas for future research as we continue to study MTSs.

Our original conceptual framework considers MTSs through a dynamic lens developing over time and suggests the need for future research to build upon this perspective.

This inquiry aims to determine the features and mechanisms that specially enable a multiteam system (MTS) to develop ambidexterity that can deal effectively with rapid changes in dynamic environments. The MTS is an emerging organizational unit comprised of tightly integrated networks of teams that may originate from one or more firms. The inquiry also considered how an MTS can engage those features and mechanisms to maximize ambidexterity as dynamic capabilities for increased innovation and long-term adaptation under complex, volatile conditions.

This conceptual inquiry integrates the emerging research on MTSs with theory and studies relating to ambidexterity and dynamic capabilities. This inquiry focuses on the attributes and linkages that specially characterize an MTS. It analyzes these to determine the key mechanisms and interactions enabling and engaging ambidexterity at MTS unit level.

MTSs can engage powerful mechanisms for ambidexterity functioning as dynamic capabilities at meso-organizational level. The attributes and linkages that distinguish an MTS from other units enable it to deal effectively and efficiently with near-term task demands by simultaneously balancing the essential tasks of exploration and exploitation, and by being able to rapidly adapt by reconfiguring taskwork and reallocating resources as required for sustainable innovation and long-term success within a dynamic environment.

This inquiry provides valuable insights for designing MTSs that are equipped with selected teams, flexible memberships, specialized skills and permeable interfaces. Autonomy for an MTS allows the unit to span internal and external organizational boundaries to gain access to new discoveries and to exchange information and material resources for increased innovation. Ambidexterity as dynamic capabilities facilitates exploitation of current resources by efficiently reconfiguring taskwork and reallocating materials for adaptation and competitive advantage.

This inquiry appears to represent the most integrative effort to examine the underexplored potential of MTSs for developing and engaging ambidexterity functioning as dynamic capabilities. The inquiry appears to be a first effort at articulating a concept of MTS ambidexterity distinct from organizational ambidexterity. The analysis synthesizes a systems model that guides organizational leaders and opens new opportunities for future research.

Attention was called in the March number of this Journal to the promotion of a Bill for the reconstitution of the Local Government Board, and the opinion was expressed that the renovated Department should contain among its staff “experts of the first rank in all the branches of science from which the knowledge essential for efficient administration can be drawn.”

This case study was made possible by the co‐operation of the managing director of Cosyfeet, Mr David Price, to whom we are very grateful. The case was prepared as a basis for class discussion and as an illustration of what may or may not constitute success in a small business context.

Team cognition research continues to evolve as the need for understanding and improving complex problem solving itself grows. Complex problem solving requires members to engage in a number of complicated collaborative processes to generate solutions. This chapter illustrates how the Macrocognition in Teams model, developed to guide research on these processes, can be utilized to propose how intelligent tutoring systems (ITSs) could be developed to train collaborative problem solving. Metacognitive prompting, based upon macrocognitive processes, was offered as an intervention to scaffold learning these complex processes. Our objective is to provide a theoretically grounded approach for linking intelligent tutoring research and development with team cognition. In this way, team members are more likely to learn how to identify and integrate relevant knowledge, as well as plan, monitor, and reflect on their problem-solving performance as it evolves. We argue that ITSs that utilize metacognitive prompting that promotes team planning during the preparation stage, team knowledge building during the execution stage, and team reflexivity and team knowledge sharing interventions during the reflection stage can improve collaborative problem solving.

To explicate the qualities of cooperation among leaders and their organizations during crisis, we studied the response to the 2013 Boston Marathon bombings. Through interviews and analysis, we discovered leaders successfully overcame obstacles that typically undermine collective crisis response. Qualitative analysis revealed five guiding behavioral principles that appeared to stimulate effective inter-agency leadership collaboration in high stakes. We draw upon concepts of collective leadership and swarm intelligence to interpret our observations and translate the findings into leader practices. We focus on replicable aspects of a meta- phenomenon, where collective action was greater than the sum of its parts; we do not evaluate individual leader behavior. Our findings provide a starting point for deeper exploration of how to bolster public safety by catalyzing enhanced inter-agency leadership behavior.