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This paper analyzes changes in property rights, land uses, and culturally based notions of ownership that have emerged following privatization of communal land in a Samburu pastoralist community in Northern Kenya. The research challenges the strict dichotomy between private and collective rights often found in property rights literature, which does not match empirical findings of overlapping and contested rights.

Part of a long-term ethnographic project investigating the process of land privatization and its outcomes, this paper draws on in-depth interviews and participant observation conducted by the author in Samburu County in 2008, 2009, and 2010. Interviews focused on how land is being used post-privatization as well as emerging social norms regulating its use.

Privatization privileges male household heads with powers including rental, sale, and bequeathal of land. However, informal rights to land extend to women and other household members. Exercise of legal rights is frequently limited due to knowledge and resource gaps. New rules regulating land use have emerged, some represent sharp divergences from past practice while others support shared access to land. These changes challenge Samburu cultural notions of individuality, reciprocity, and shared responsibility.

This research illuminates complex changes following legal shifts in property rights and demonstrates the interactions between formal laws and informal social norms and cultural beliefs about land. The result is that privatization does not have easily predictable outcomes as some theories of property would suggest.

Empirical investigation of the effects of legal changes enables fuller understanding of the implications of policy changes that many governments are pursuing privatization with limited understanding of the likely effects.

Up to this point, we have examined many components that make up the Trauma Ecology Model (TEM). In this chapter, the implementation of TEM in organisations and healthcare systems is explored. The aim is to guide organisations through the process of implementation completely. Practical strategies will be provided for each of the six stages of the Fixen model of implementation. This chapter also includes discussion of potential challenges as well as suggestions for resolving some common issues faced in the implementation literature. You will find the Trauma Ecology Model Fidelity Measure (TEM-FM) in the Appendix a useful resource. As you navigate through each stage, I discuss how best you can utilise the TEM-FM to assess and monitor your organisations progress against clear objectives. As you read this chapter, think about your individual organisational context, and how best to apply this implementation science approach in a meaningful way. This chapter provides a generic implementation guide based on the implementation science literature, as such, we don’t unpack how to implement each component of TEM as specific and non-specific trauma organisations may have some diverging needs. Rather, I provide a framework which can be used by individual organisations as a guide to support implementation at different points in the TEM.

Previous research suggests that women receive less critical attention and acclaim in popular music. The authors expect that gender differences in the amount and content of media discourse about popular musicians occur because music critics draw on the cultural frame of gender as a primary tool for critical evaluation. In order to explore the role of gender as a frame through which aesthetic content is evaluated, the authors conduct detailed content analyses of 53 critical reviews of two versions of the popular album 1989 – the original released by Taylor Swift in 2014 and a cover version released by Ryan Adams less than a year later. Despite Swift’s greater popularity and prominence, the authors find that reviews of her version of the album are more likely to focus on her gender and sexuality; less likely to describe her as emotionally authentic; and more likely to use popular aesthetic criteria in evaluating her music. By contrast, Ryan Adams was more likely to be seen by critics as emotionally authentic and to be described using high art aesthetic criteria and intellectualizing discourse. The authors address the implications of the findings for persistent gender gaps in many artistic fields.

In this paper, we consider the ways that global leaders can promote global learning in their companies. Global learning occurs when ideas cross organizational boundaries, so that managers in all parts of the company can learn from each other. Through global learning, effective business practices can be identified and spread across the company, insuring that good ideas are adopted, regardless of their origin. These ideas become “global best practices” when they define an idea that can be applied globally, with some local modification if required.

In the first section, we ask four questions to help you determine if your company is prepared for global learning. Answering “yes” means that your company has a global orientation, which provides the foundation for global learning. Second, we present a model of global learning. Third, we suggest ways that you can build the capacity for global learning in your own company.