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Private provision of public services has always been a factor in local government. In 1736 Benjamin Franklin and a group of civic leaders founded a fire company in Philadelphia because such a service was needed and the city could not provide it. Local municipalities often cannot provide the labor, equipment, and expertise to build roads, to do data processing, or to run hospitals but rather arrange with someone else who has the expertise to perform these tasks. However, during the 1970s rapid inflation, shrinking tax bases, and “no growth” budgets made the public provision of even what is popularly perceived as essential government services seem more like a tight‐rope walk than responsible government.

The whole process of reviewing and redesigning curricula is an exercise in managing change. Given the multiple stakeholders in the educational enterprise, the many forces that impact upon those enterprises, and the organized and complicated activities in which those enterprises engage, the management of curricular change can be a daunting challenge. The purpose of this paper is to suggest that this challenge can be met by adapting and applying knowledge and techniques from the discipline of organizational development and change (ODC) and by including student feedback as an important source of diagnostic input in the change process.

A process used in one American school of business for incorporating meaningful student input into the curriculum review and planning process is described. The paper reports on the use of a student survey and student focus group to generate feedback in two areas of the college's curricular concerns: the structure, operation, and impact of an introductory business course offered in the first year of the undergraduate experience; and second, the potential addition of majors, minors, and a course requirement in the business school's curriculum. The paper explains how the survey and focus group were used, summarizes the results provided by each diagnostic venue, and discusses how the diagnostic information is currently being used in the college's curricular design process.

It was recognized that there are many drivers of curriculum development, most importantly the needs and desires of employers for educated people who have the skills and competencies that can help their organizations survive and succeed. Employers constitute the ultimate marketplace for the output of educational institutions.

It is hoped that this example application of ODC techniques for diagnosing the need for curricular change will stimulate others to embrace ODC as they think about the broader issues of change in educational institutions, and in responding to needs for curricular change.

The purpose of this paper is to present the findings from a field study in Viscri, a village in Transylvania, Romania, to investigate the current state of information and communication technology (ICT) development in the village.

Researchers interviewed villagers in May 2007. Ethnographic methods were used to collect data and to assess villagers' information needs. The information landscape in Viscri is presented and analyzed in local and national contexts. The national policies shaping Romania's emerging information society are discussed and literature on the impact of ICT development at the community level is also reviewed.

Romania's ICT policy goal of universal access needs to be better targeted. In Viscri, few adults showed interest in learning about or using computers. However, villagers understood that a good education that included computer education was necessary to assure better economic futures for their children. In light of the demographics, social conditions and cultural beliefs in Viscri, the most appropriate access point for ICT initiatives there should be programs aimed at school‐aged children.

The paper describes and discusses the information needs of one village. Further field investigation at the community level is necessary to discern the relevance of the findings to other villages both in Romania and elsewhere.

Further research, especially in the most underserved communities, will help to identify ways in which the information society and related policies can be more equitably implemented in Romania. What is learned in Romania can have implications for ICT development policy elsewhere.

The paper assesses critically the rhetoric of universal access. If universal access is going to remain an ICT policy goal, more research is needed at the community level in order to ensure that policy emphasis on access for all actually translates into equitable, meaningful ICT access for underserved communities.

Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues.

Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines.

The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs.

This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy.

This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement.

This paper aims to summarize the major theoretical elements in the definition of a global ruling class. It then examines how neoconservatives in the USA took power and used regime change to install US-friendly governments in other regions. A strategy of tension is used to press the American population into conformity. But the real revolution is to what extent factual politics escape any attempt to democratic control.

The research relies on case studies of material already published and provides a synthesis.

Three case studies show how far the Deep State already goes. Democracy is on the brink of survival.

This paper is an original hypothesis of the potential end of democracy as we know it, supported by empirical data.

Enormous numbers of people suffer from the effects of disasters and humanitarian crises in Africa, including medical and healthcare emergencies. International response to the 2014–2016 Ebola pandemic in West Africa and COVID 19 pandemic vividly demonstrates the need for efficient and effective logistics and supply chain systems in bringing succor to impacted and vulnerable communities. This paper critically reviews the academic literature on logistics models for sourcing, delivery and distribution of medical and healthcare products for humanitarian emergencies in Africa from 1990 to 2018. The paper suggests areas for further research and proposes an effective logistics model useful for international and national humanitarian organizations as well as public health authorities in Africa and developing areas.

The viewpoint paper draws upon a structured comprehensive and critical review of the academic literature on logistics and supply chain management and a qualitative analysis of the literature in 13 leading academic databases covering over 5,550 articles.

The paper finds significant gaps in the body of logistics and supply chain management research on practical deployable logistics models for sourcing, delivery, and distribution of medical and healthcare products for humanitarian emergencies. The paper suggests a model worthy of consideration by humanitarian and disaster response stakeholders as well as public health authorities in developing countries.

This is a critical literature review paper based on a comprehensive literature research and analysis for the period from 1990 to 2018 from which a viewpoint is formed.

This paper advocates for further research on appropriate models of logistics for the sourcing, delivery and distribution of medical and healthcare products to enhance the basic human rights and dignity of vulnerable people in developing countries.

The paper contributes directly to policy on logistics, humanitarian aid, disaster management, public health and health security policy in the developing world including Africa.

Recent teacher evaluation reforms across the globe can improve student outcomes, though doing so depends on implementation by school leaders. This study aims to describe how teacher reports about classroom observation processes (TROPs) vary across within-teacher observations, teachers and schools and depend on contextual, teacher and school characteristics.

A researcher–practitioner partnership collected TROPs using surveys administered multiple times during one semester and linked results to Tennessee administrative data. Random effects quantify TROP variation within examined clusters and estimate relationships between TROPs and the examined characteristics.

Although observation processes are well implemented on average, TROPs vary considerably across teachers and observations within teachers over a short period. TROPs also depend on several examined characteristics, but not necessarily in ways predisposed toward teacher development.

The study extends the understanding of the degree and extent to which teacher evaluation implementation by school leaders varies. Leadership preparation programs and in-service support providers might use the evidence herein to improve the extent to which evaluation-related observation processes are implemented consistently and in ways supporting teacher development.