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This study identifies how self-employed older women experience and represent self-integrity – an element and source of meaningfulness – in their work, and how these experiences are intertwined with gendered ageing.

The authors used thematic analysis, influenced by an intersectional lens, to scrutinise qualitative data generated during a development project, with ten over 55-year-old self-employed women in Finland.

The study reveals three dominant practices of self-integrity at work: “Respecting one's self-knowledge”, “Using one's professional abilities”, and “Developing as a professional”. Older age was mostly experienced and represented as a characteristic that deepened or strengthened the practices and experiences of self-integrity at work. However, being an older woman partly convoluted that. Self-integrity as a self-employed woman was repeatedly experienced and represented in contrast to the male norm of entrepreneurship.

The authors contribute to the literature on gender and entrepreneurship by highlighting the processual dimensions – how integrity with self is experienced, created and sustained, and how being an older woman relates to self-integrity in self-employment. The results show a nuanced interplay between gender and age: Age and gender both constrain and become assets for older women in self-employment through older women's experiences of self-integrity.

This research aimed to analyze the interactions of “pre-adolescent” students in the classroom through relationships sustained by structure, agency, and power exercises based on Anthony Giddens’ Theory of Structuring.¹ A qualitative research approach was used with the characteristic of a case study in a municipal public school in the city of Itabira (MG), Brazil. As procedures for recording the evidence, we used the application of a questionnaire, observation of the classroom and listening to students and teachers in a class of the sixth year of elementary school II during the 2017 school year. The results indicated that the vision of “pre-adolescence” marked by biological and psychological changes remains institutionalized for school professionals. The students demonstrated the need for the teacher to use his teaching authority to set limits in the classroom, however, this exercise of agency-power by the teacher must be negotiated and mediated by the participation of “pre-adolescents.” In view of this procedural context, “pre-adolescent” students cannot be held responsible for the instability of the interactive process in the classroom if the historical and social context through which these students pass is not considered in comparison to the institutionalized characteristics solidified through the process, time, and space by the school and/or some of its representatives (teachers).

The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.

An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.

First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.

Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.

The purpose of this paper is to contribute to the ongoing discussion on how the field of facility management is changing and the role a regional innovation system (RIS) can take place to support this change, with a specific focus on the role of gender and innovation.

The study builds partly on interactive research, and as a complement, qualitative semi-structured telephone interviews have been conducted.

The role of gender and innovations in facility management does matter due to the fact that if aiming at creating innovations, it is necessary to break free from established institutions, both formal and informal. Working with gender demands a norm-critical approach, and to be critical towards what we take for granted might create new solutions.

The study is conducted in a Swedish context.

This paper brings gender issues in facility management to the forefront in an effort to engage the industry.

The paper contributes to the ongoing discussions how the field of facility management is changing and the importance of including gender in the innovation discussions.

We challenge the belief that people resist change while embracing the idea that change is necessary to lead. Cultivating leaders to orchestrate conflict with deliberate intention is a skill leaders can learn. Yet, skill alone is insufficient to lead. Using three models, Communicative Intelligence, Adaptive Leadership, and Adaptive Schools, we tell the story of how we developed leaders to think adaptively and communicate authentically to collaborate across diverse communities to bring their visions to fruition. This chapter describes the models and their integration from three perspectives illustrating how we focused the cultivation of leaders. First, the personal development of their dispositions related to communication, collaboration, and systems thinking. Second we worked on developing the skills to build relationships and think politically. And third, we focused on identifying and implementing systems to address the critical issues facing their schools.

I began my research at two suburban high schools in the spring of 2000, shortly after the one-year “anniversary” of the Columbine High School shootings in Littleton, Colorado. On April 20, 1999, Dylan Kelbold and Eric Harris entered their school and killed 10 classmates and 1 teacher, wounded 23 others, and then took their own lives in the library. It was the worst mass murder ever to take place on school grounds in the United States. I was particularly interested in looking at suburban schools during this time period because statistics showed juvenile crime, and in particular violence within the school systems, was on the decline, yet the perception of school violence seemed unrelated to these statistics (Brooks, Schiraldi, & Ziegenberg, 2000; Cook, 2000; Glassner, 1999). Following the widespread national attention given to the Columbine shootings,¹ public polls showed 71% of Americans believed a school shooting was likely to happen in their community (Brooks et al., 2000). A month after the Columbine shootings, a Gallup Poll found 52% of parents still feared for their children's safety at school (Brooks et al., 2000). I was interested in learning how this perception of violence and fear shaped the everyday lives of kids going to schools throughout the United States. I wanted to know how schools dealt with issues of violence and safety at the local level, and in particular, how discipline and punishment was thought about, practiced, and negotiated within public-school settings.

This chapter examines how religion and religiosity shape economic norms in Villa Israel, an urban squatter settlement in Cochabamba, Bolivia. In Villa Israel, residents share water with others to help overcome limited access to drinking water. Using a mixed methods approach, we draw on the results of ethnographic research and economic experiments. The analyses yield three key results. First, there were strong norms of generosity and charitable giving in the community. Second, religiosity was positively associated with generosity. People who adhered to Christian conceptions of charity and frequently attended religious services were more likely to give generously. While wealth was a limiting factor on some families' ability to give water, there was no evidence that the rich and poor endorsed different norms of fair giving. Third, the norms of fair giving varied in the context of the three most common reciprocal relationships in the community (family members, coreligionists, and neighbors). Compared with neighbors, exchanges between family members and coreligionists were relatively generous and permissive of self-interest. Based on these results, we conclude that the presence of strong Christian norms of generosity and fair giving is an important institutional mechanism for facilitating water reciprocity in this community.