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Latinos in the United States have poor outcomes for periodontal and dental health. However, a detailed description of the mechanisms driving these patterns has only recently started to be addressed in the literature. In the current study, we explore relationships between individual-level characteristics of Mexican immigrants, properties of their networks, and experiences of dental problems. Specifically, using data from an urban community of Mexican immigrants to the American Midwest (n = 332), this study examines how characteristics of oral health matters (OHM) discussion networks and individual-level sociodemographic characteristics are associated with four adverse oral health outcomes. The results provide strong support for relationships between immigrants’ network characteristics and dental problems. We find that people with more dental problems talk about these issues more frequently with network ties. Conversely, stronger relationships with OHM discussion networks, as measured by mean closeness, are predictive of fewer dental problems. In addition, we identify a link between perceptions of alters’ knowledge about teeth, mouth, and gums and egos reporting better oral health outcomes. The observed patterns are suggestive of mechanisms of social influence that are well replicated in the social, medical, and public health literatures, but that have seldom been empirically tested in the domain of oral health. Though preliminary, our findings suggest a potential explanatory role for social networks in some of the most important questions and problems in oral health disparities research. In all, our findings suggest that social network members are active participants in the management and response to oral health problems in this immigrant group and should be considered an important factor in the development and course of diseases.

Emerging technologies are becoming vital in the very process of innovation. Companies need to be updated to the latest technologies to offer their premium services to customers as well as meet their expectations. In the medical sector, it is a challenge to sustain superiority in service due to a high level of competition and the challenges arising from different forces. Liberty Dental Clinic (LDC), a premium clinic in dental services and solutions, based in the UAE, was able to maintain a premium presence in Dentistry due to a series of developmental thoughts and efforts. It was able to invest and utilize new innovative technologies which many organizations lacked such as implementing the most contemporary Artificial Intelligence “4 Robots” in the Clinics. Creating a pathway for a satisfactory customer journey was embedded at all levels of the hierarchy in the Clinic and customer touchpoints. Using a case study methodology, the drivers behind the success and uniqueness of LDC have been discussed including Leadership, Quality Management, Risk Management, Internal & External Marketing Strategy, Corporate Social Responsibility, Sustainability, Technology and Innovation.

This paper argues that corporate efforts to serve subsistence economies must be integrated rather than disparate. Focusing on the efforts of Unilever's Indian subsidiary, the paper draws out four key lessons for businesses in low-income regions – availability, branding, convergence, and development. Four Unilever case studies are used to demonstrate how Unilever built on existing strengths, integrating diverse interventions to create Shakti, a unique pro-poor business model. The paper then analyzes the impact of the business intervention on the poor, calling for a wider convergence and cooperation between the private and the development sectors.

Students with extensive supports needs (ESN) often require pervasive and intensive supports to access the full benefits of educational programming. In this chapter, the authors describe the application of both established and innovative technologies for promoting equitable access and opportunity for these students. They provide guidance for the use of technology across the areas of academic instruction, social communication, behavior supports, daily living, and employment.

In this chapter, the authors will discuss the global learning partnership (GLP), which is an innovative and evidence-informed model of experiential learning for health professional students. The model is based on partnerships between universities to promote the UN Sustainable Development Goals (SDGs) agenda.

The GLP is a placement opportunity for an inter-professional cohort of visiting and local students and academics, designed as an action-orientated, community engagement learning experience focused on addressing community health and well-being needs (Goal 3). Consistent with the SDGs, strong partnerships (Goal 17) are essential to lasting impact.

The aim of developing the GLP was to design, implement, and trial a new model of global placement that was sustainable, capacity building, and a genuine learning opportunity for local and international health science students, driven by the agenda to increase learning about and action on the SDGs. This model was designed to harness the strengths of existing educational frameworks recognized for the beneficial learning opportunities they provide; inter-professional learning; learning from and with communities with SDG needs; and with a three-week immersion component for building cultural competency.

In addition to focusing on the SDG agenda, the GLP is unique in drawing on the knowledge and skills of local students and academics in educating the visiting students to work in geopolitically and socioculturally complex community setting building, as visitors learn from both local students and the local community about best practice.

This chapter will provide discussion of the theoretical framework underpinning the model design and draw on the student and academic experience. Practice details are also provided to allow educators in other organizations to replicate the partnership model.

In the age of “big data,” one of the most important capabilities that differentiates the winners from the losers in the intensely competitive grocery market is how successfully a firm can harness its vast amounts of shopper data to become more shopper-centric. Grocery retailers struggle with how to manage the tremendous amount of data available to them and best leverage their frequent shopper data to derive insights. These data also present an opportunity for academic research on decision-making and evaluation of strategic initiatives. This chapter discusses three case studies that illustrate the various capabilities of frequent shopper data in generating shopper insights. Specifically, using frequent shopper data for millions of shoppers, the three case studies demonstrate how frequent shopper data can be used as an important information asset for understanding differences and similarities among different shopper groups (Case Study 1), as a means to assess the effectiveness of store redesigns/environment changes (Case Study 2), and as a key tool for evaluating program success (Case Study 3). The chapter concludes with a discussion of how successful collaboration between practitioners and academics can be a boon to both business success and academic research.

The public healthcare system faces challenges and limitations regarding the supply and delivery of healthcare services. The private healthcare system is expensive and only affordable for some. Due to the increasing population, developing countries face a greater degree of demand–supply mismatch. The existing healthcare services in developing countries need to be more sustainable due to high out-of-pocket expenditures and low-income levels. The research design used in this chapter is a case study approach based on qualitative data. The study focuses on two objectives: (1) to have a detailed understanding of the nature of healthcare cooperatives in Spain and their contribution to meeting healthcare requirements; and (2) to make suggestions and recommendations for an improved and sustainable healthcare cooperative for developing countries. Inspired by the healthcare cooperative model of Spain and keeping in mind the ground reality of the lack of healthcare facilities and services accessible and affordable in developing countries, the authors have developed a conceptual framework with the foundation of an insurance cooperative. The Spain Model is sustainable for developing countries as it serves the interest of all income brackets, not leaving the low-income population behind. Concepts like cooperative worker insurance embedded in the model can ensure that the beneficiaries receive timely and good quality health services at an affordable price. It empowers individuals by allowing them to make small amounts of investments as premiums to secure a hopeful future for a healthy life.

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.

This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.