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Stanford contributed significantly to the organizational culture movement that occurred in organization studies from 1970–2000. This chapter traces developments at Stanford and puts the contributions of its researchers and scholars in the context of the many influences that shaped the study of organizational culture during this period. In addition to the historical account, there is speculation about why the culture movement at Stanford more or less ended but might yet be revived, either by those studying institutionalization processes or by those who resist them.

There is significant amount of literature tackling different issues related to the port industry. The present chapter focuses on a single business unit of seaports aiming at the documentation of works related to container terminals.

An effort to review, collect and present the majority of the works present in the last 30 years, between 1980 and 2010, has been made in order to picture the problems dealt and methods used by the authors in the specific research field. To facilitate the reader, studies have been grouped under five categories of addressed problems (productivity and competitiveness, yard and equipment utilization, equipment scheduling, berth planning, loading/unloading) and four modelling methodologies (mathematics and operations research, management and economics, simulation, stochastic modelling).

The analysis shows that most works focus on productivity and competitiveness issues followed by yard and equipment utilisation and equipment scheduling. In reference to the methodologies used managerial and economic approaches lead, followed by mathematics and operations research.

In reference to future research, two fields have been identified where there is scope of significant contribution by the academic community: container terminal security and container terminal supply chain integration.

The present chapter provides the framework for researchers in the field of port container terminals to picture the so far works in this research area and enables the identification of gaps at both research question and methodology level for further research.

What currently constitutes participation in schools? Who decides what ‘counts’ as engagement and who is excluded by and in those decisions? When and how do those ideas change? How can broadening conceptualizations of voice, agency and participation – driven by the voices of individuals who do not rely solely on verbal speech to communicate – foster inclusivity in schools and community? In this chapter, we draw from our experiences as researchers, scholars, educators, colleagues and friends who live and work alongside non-speaking and unreliably speaking ¹ people who type, point or use other forms of augmentative and alternative communication. We lay out foundational concepts underlying experiences of neurodivergent communicators, followed by illustrative examples and action steps for change. Geared towards educators and support professionals working to sustain spaces more inclusive of a range of voices in schools, this chapter continues a productive conversation within the Disability Studies in Education (DSE) community around inclusivity in research and in practice.