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To identify features of teacher support associated with children who made accelerated progress in writing in an early literacy intervention.

Mixed methods were used to describe the paths, rates, variability, and potential sources of change in the writing development of 24 first grade students who participated in an early literacy intervention for 20 weeks. To describe the breadth and variability of change in children’s writing within a co-constructed setting, two groups who made high and low progress were identified.

We focus on one child, Paul, who made high progress (became more independent in the writing of linguistically complex messages) and the features of teacher support that this child received compared to those who made lower progress. We compare him to another child, Emma, who made low progress. Teacher support associated with high progress included a conversational style and flexibility to adapt to the child’s message intent as the student composed, supporting students to write linguistically more complex and legible messages, and supporting students to orchestrate a broad range of problem-solving behaviors while writing.

We describe how teachers can support children to gradually take control of the composition process, how they can recognize complexity in early written messages and we provide suggestions as to how teachers can systematically assess, observe, and support children’s self-regulation of the writing process.

The purpose of this chapter is to review and synthesise the available evidence for the health benefits of walking. It follows a non-systematic evidence review and finds that the evidence base for the health benefits of walking is growing. Increasingly we are finding strong evidence for the beneficial effects of walking for both individuals and populations. More evidence is required on how to better understand the health outcomes associated with walking and how to promote long term increases in walking behaviour. Systematic reviews of specific health benefits remain rare. Walking should be promoted in all population groups regardless of age or sex. There are currently few existing integrative syntheses of the physical and mental health outcomes associated with walking and this chapter aims to help fill that gap.

This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the mindset with which we equip our students is not sensitised to entrepreneurial action. Therefore, the aim of this chapter is to propose and illustrate a more comprehensive approach to teaching entrepreneurship, which aims to transform the way that students think about entrepreneurship. In order to achieve this objective, we identify and develop techniques for promoting entrepreneurial awareness and preparedness in our student population, and provide tools for educators to promote the individual’s innate drive to perfect him/herself, thus recognising his/her own need for personal growth. At the theoretical level, we build on the authors’ teaching experiences from different cultural contexts, which show ways in which alternative learning initiatives may enhance enterprising thinking among students. Based on our experiences with the influence of context, we propose that it is necessary to consider seven different, yet interconnected teaching principles, which may influence the impact of entrepreneurship education and which relate to the why; where; when; what and how of entrepreneurship. In continuation, on a practical level, we suggest a coherent system of innovative educational techniques, so-called Verwunderungsübungen, or wonderment exercises, that can be used individually or in combination. By creating a comprehensive teaching paradigm for entrepreneurship we pay tribute to entrepreneurship being an inherently dynamic phenomenon, which goes beyond exclusively focusing on new venture creation.

Supply Chain Management leading to concepts such as lean enterprise is much in vogue today fuelled by the adoption of strategies and partnership practices used so successfully by the Japanese companies. As part of this change, product owners are outsourcing more value through both components and systems which has effectively meant redistributing competencies. This change is concurrent with the initiative to reduce the number of suppliers. The Japanese perfected their SCM strategies and practices within their compatible supply chain structure or keiretsus. The structures emerging in the western automotive supply chains (the paper is based on research on European automotive industry) are different in many key characteristics from the keiretsus. Secondly, they appear to be emerging in an ad‐hoc rather than a planned manner. This poses a critical question for western buyers ‐ is supply chain structure critical for superior performance and if yes, then which type of structure(s) provides the most benefits while maintaining or enhancing product uniqueness?

This paper explores the domain of the symbolic imaginary to comprehend the mechanisms and effects of neoliberal deregulation (anomie) and reckless capital accumulation within and external to the US imperial core with special emphasis on the war on terror, the figure of the suicide bomber, and the internal manifestations of social liquidation in the appearance of the rampage shooter. The concept of the piacular developed by Durkheim is expanded to demonstrate the contrast between the “variable” or human forms of terror with “constant” or mechanized form of the piacular as it appears in the form of the unmanned aerial vehicle or drone. The apparently disconnected image of the drone flying around up there somewhere in the clouds is intimately connected with seemingly unrelated phenomenon of mass murdering martyrs and fanatics down here on the ground. Lastly, the prospects for an anti-drone movement are touched upon and suggested as a fulcrum point from which to “touch” the synthetic point where terror, rampage, and revenge unify.

Unique to this paper is the development of a dialectical, formal, conceptual “geometry” rooted in Durkheim’s classic analysis of suicide for disclosing the hidden analogs obtaining in the relationship between suicide bombings and rampage shootings and their conceptual fusion in the form of the unmanned aerial vehicle or drone.

Capitalism linked to global defense and security operations produces its own terrifying nemeses as both causes and effects. Rather than something that has to be defeated, terror is an enemy that cannot be defeated but neither can it prevail against an empire. Likewise, the rampage shooter is not merely an individual in need of psychiatric care but a product of domestic policies that sacrifice everything for security and war. These two figures are “mirror opposites” or speculative doubles of one another, which when we attempt to comprehend the image of the seemingly unrelated drone machine what were find is the unexpected synthesis of the twin logics of terror and rampage at work in the sky.

If people hope to live in a society ruled democratically rather than imperial subjects they must know where to apply moral and political leverage. Suicidal bombers and lone shooters are definite problems, but focusing on the defects of individuals diverts the critical gaze from the larger problem of foreign policy, domestic austerity, and, perhaps, the war on the drone represents a unique opening within the aggregate system to push back against the abstract, imperial system of global and domestic hegemony.

This paper represents a new and unique synthesis of Durkheimian and interpretive sociologies with various strands of critical social theory providing new optics for the analysis of international terrorism, domestic mass murders, and the use of unmanned aerial vehicles in the wars on terror.

How two high school principals, one public and one parochial, exercised symbolic leadership to influence teachers′ attitudes and behaviours is examined. Data on these principals were collected over a five month period through participant observation; élite, structured interviews; informal unstructured interviews; document analysis; survey instruments and examination of physical, environmental factors. The findings reveal that symbolic leadership is the integration and communication of a principal′s thoughts, words and actions. Evidence of symbolic leadership by these two principals indicated that symbols were powerful transmitters of important messages used to reinforce, maintain, create and give meaning to organisation culture.