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The Beagle Bay Immersion Program is a Christian Service-Learning experience, which facilitates opportunities for secondary school students to experience unique expressions of cultural diversity found in remote Aboriginal communities of Western Australia. Through engagement in the program, students undergo a process of experiential learning, identifying core social justice issues present in a broader Australian social context, and helping to address identified community needs. This immersion program is conducted as part of the Christian Service-Learning Program at a Perth-based Catholic Secondary College in Western Australia. The Beagle Bay Immersion Program serves as an opportunity for students to engage in acts of discipleship, modeling values of social and cultural inclusivity as a means of enriching their own communities. Underpinned by core Gospel values, the program aims to actively promote a “spirit of solidarity and service to others” (Prendiville, 2016, p. 42) both among the immediate participants and the wider school community. Presented in this chapter is an examination of the values which guide the College’s Service-Learning Program and the ways in which the Beagle Bay Immersion Program facilitates attitudes of inclusivity by exposing students to diverse populations. Christian Service-Learning can serve as a means through which students can circumvent barriers that preclude exposure to diversity. The Beagle Bay Immersion Program seeks to build relationships through service, which benefit both the College and Beagle Bay Communities, providing students opportunities for personal, spiritual, and academic growth while fostering a culture of inclusion.

There have been great advances in our understanding of how universities effectively undertake community engagement, with research focused upon understanding community partner perspectives and outcomes (see Andrée et al., 2014; Srinivas et al., 2015; Sweatman & Warner, 2020), and democratic civic engagement (see Hall et al., 2013; Saltmarsh et al., 2009). This chapter builds on these studies to critically examine one university’s capacities to coordinate institutional-level change that supports and advances community-engagement scholarship. A small, rural, undergraduate university in Nova Scotia, Canada, called Acadia University was used as the case study site for this examination. Using an action research case study design, we gathered data from multiple sources within and outside of the University over a three-year period. Through this investigation Acadia’s community-engagement ethos was studied to understand if the University has the assets, resources, knowledge and motivation to create, implement and sustain democratic community engagement initiatives with community partners. From this data, key findings were categorized into three major themes: power and positionality of the University, institutional supports and barriers to engagement, and institutional assessment of community engagement initiatives. This chapter discusses these themes in depth using data from this study and current literature to unpack the practicalities and particularities of an institution committing to a deep, pervasive and integrated community engagement culture. Overall, this study found that Acadia’s community engagement ethos, as it moves towards democratic engagement while navigating systematic internal and external constraints, is diverse and complex. This study contributes to the legitimization of community engagement scholarship more broadly.

Punitive damages is a controversial topic in the legal profession and in the field of economics. This chapter explores the economics of punitive damages as they relates to corporate defendants. The economic difference between large corporations and other potential defendants, such as individuals or smaller closely held companies, causes the effects of a punitive award to be different. In some circumstances, these differences raise significant questions as to the appropriateness of punitive damages when imposed on large corporations.

This chapter looks at male-on-male sexual activity in the subaltern world of male sexual spaces. It examines the importance of such spaces regarding etiquette, negotiation, opportunities, safety, safer sex practices, status, and navigation of sexual expression including experimentation, exploration, and risk-taking through sexual activity. It also explores how these time-limited communal engagements for sexual pleasure and affirmation contrast normative societal expectations. Through hard-copy and online content analysis as well as ethnographic immersion and observations in the subaltern world of gay male sexual spaces such as bathhouses, circuit clubs, dark rooms, fetish balls, porn theaters, sex clubs, and sex shops, a self-monitored subculture that creates its own tribal rituals at various odds with both mainstream societal and LGBTQ movement norms is examined. By deviating from and resisting such norms, this tribe demonstrates how it maintains a core drive of liberated sexuality outside of mainstreamed sexual governance. Premised on spatial theory, in which space, place, and spatial practices are deconstructed with regard to the creation and preservation of male-on-male fetish activities, a link is made to queer liberation theory that supports self-defined sexual expression, including that of kink.

The field of service-learning (SL) remains obscure as it has been variously defined and often misunderstood by many. There is a confusion in the academic literature and in practice as to what exactly service-learning means, and this confusion has been exacerbated by the way it has been misunderstood and implemented in various institutions. The aim of this volume dedicated to international case studies on service learning is to gain deeper insight into the multifaceted nature of this subject and the perplexities associated with it. The authors of this volume have adopted a holistic approach and have captured various interventions and approaches to find out the most accurate path toward gaining a complete picture of how service-learning impacts students with its emphasis on problem-solving, experiential learning, and community engagement. The volume will shed light on how successfully service-learning has been adopted to the existing curriculum with the emergence of a new breed of students who are aligned with the needs of the community and undertakes collaborative work to solve real-world issues.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

Participatory geographic information systems (PGIS) have been increasingly employed for decision-making in planning, environmental conservation, zoning, and development. This research explores the use of PGIS and its significant role for environmental zoning plans (EZP). PGIS methodology intends to incorporate local knowledge, increase data access, multiple realities, and bottom-up decision-making in EZP in a very sensitive water body in Southern Sri Lanka.

This research presents the lessons learned from a case study of Madu Ganga estuary in Galle District, Sri Lanka. Madu Ganga is an extraordinarily stretch of water body (an estuary) with abundant natural resources and beauty. In recent years, Madu Ganga has faced serious environmental threats due to increase in human activities leading to overexploitation of natural resources. To protect and manage this valuable environment, a team of geographers from the Center for Environmental Studies, University of Peradeniya, Sri Lanka was invited by the Coastal Resource Management Project to undertake the zoning study. Various participatory methods including PGIS applications were adopted and affected communities were also involved in developing a zoning plan. The study illustrates that the use of PGIS approach is effective in incorporating local people into environmental planning, and it also supports affected people to be actively involved in development activities in their own communities.