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The author argues that we must stop and take a look at what our insistence on human labour as the basis of our society is doing to us, and begin to search for possible alternatives. We need the vision and the courage to aim for the highest level of technology attainable for the widest possible use in both industry and services. We need financial arrangements that will encourage people to invent themselves out of work. Our goal, the article argues, must be the reduction of human labour to the greatest extent possible, to free people for more enjoyable, creative, human activities.

In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities espoused by their White teacher. Orienting ourselves within a critical race theory framework, we relied upon storytelling to tell the stories of John and Seth, two young Black boys whose science interests fueled their engagement across school subjects despite the semantic deficit-oriented positioning of their academic abilities by the White teachers and staff within their school. Throughout this chapter, we center their experiences to argue that understanding the inherent underrepresentation of Black men in science-based professions requires an examination of the pivotal educational moments preceding this disparity. Rich and culturally responsive science teaching may support equity for Black boys, but John and Seth's stories illustrate that these practices alone will only perpetuate the status quo unless teachers challenge their dispositions regarding who their students are and what they are capable of. We conclude by offering suggestions for practitioners to consider when designing and implementing equitable student-centered science instruction.

The purpose of this paper is to create a movement within the service research community that aspires to help the billions of impoverished people across the world achieve better service from each other, from their communities, from corporations, from their governments, and from nongovernmental organizations. The authors believe every human being is worthy of being served properly. To achieve this purpose, understanding and learning from this huge low-income segment of society known as the base of the pyramid (BoP) is essential. There are myths about the BoP that need to be dispelled and there is a fundamental lack of service research on this important problem.

The existence of an extensive BoP literature combined with service research priorities has called attention to drafting research agendas. Human service systems are explored historically and systems theory provides a perspective for understanding and reducing poverty. Transformative service research, service design research, and community action research are presented to illustrate three research approaches that can contribute to understanding and then better serving the needs of the neglected billions of humanity.

First, the authors present a practical and meaningful call to action by making the case for the service research community to contribute to poverty alleviation with the creation of fresh ideas and research agendas. Second, the authors describe the ample opportunity for conducting service research in and with the BoP and thereby expanding service knowledge about the BoP. Third, the authors suggest a number of approaches for service researchers to join this new movement and help improve the well-being of billions of impoverished people.

Most existing service research comes from highly developed Anglo-Saxon countries and concerns the service problems of customers in affluent societies. Therefore, there is a fundamental lack of service research at the BoP. The social implications are truly global. Poverty is a global service system problem that can be reduced. Effective poverty alleviation solutions in one part of the world can be adapted to other parts of the world.

This paper is a new and very original call to action to the service research community. First, with the exception of a few previous manuscripts calling for research on the BoP, this is the first time a collaborative effort has been made to start systematically changing this knowledge gap. Second, the service research community has never worked on a project of this magnitude. The authors hope to offer a role model to other academic communities as to how to marshal their resources to have a collective, positive impact on the well-being of the world’s impoverished.

The purpose of this study is to explore three paradoxes of service innovation and provide a way forward for fresh thinking on the topic.

Through a conceptual model of service innovation research, the authors challenge the “pro-change” bias and explore what can be learnt from the duality of service innovation.

This paper suggests that research moves beyond a firm perspective to study service innovation on multiple levels of abstraction. A conceptual model based on two dimensions, level (individual, organization and society) and outcome (success, failure), is used to pinpoint and explore three dualities of service innovation: adopt–reject, change–static and good–bad.

By challenging the traditional perspective on service innovation, the authors present new avenues for fresh thinking in research on service innovation. In this paper, the authors encourage researchers and managers to learn from failures and to acknowledge the negative effects of service innovation.

This chapter explores the relevance of critical race theory (CRT) and queer theory to the relational aspects of program evaluation. Often conceptual binaries that undergird traditional evaluation theory and practice (e.g., internal versus external evaluation, subjective versus objective analysis, observation versus intervention, and insider versus outsider positionalities) adversely influence rigid social roles between evaluator and participant limit a study's effectiveness in supporting programs for equity in contemporary school districts. To illustrate this approach, an array of problems within a program evaluation of a district-wide ethnic studies reform initiative is presented. Approaches to these challenges rooted in tenets of CRT and queer theory illustrate how the district was able to clarify goals and develop an effective implementation plan that focused on effective ethnic studies curriculum and pedagogy.

Discusses the failure of end user computing (EUC) to achieve its objectives. Bases discussion on people, application and skill. Relates the problems to those of prototyping. Suggests some difficulties can be overcome by education. Presents an educational method consisting of five steps: interviews and observations, group discussions, lectures, simulation, and personal guidance.

IN his admirable survey of library methods and problems in Great Britain, read—unfortunately by proxy—at the St. Louis meeting of the American Library Association, which the author of this paper had the pleasure of hearing, Mr. Bond, in writing of open access, was courageous enough to say that the system in question was the system of the future. It is true that he put that future a long way off, but it is none the less creditable to Mr. Bond's fairness and foresight that he recognises and admits that some time the system of shelf access—perhaps a better term than open access—is bound to prevail, and become the rule rather than the exception in the library administration of this country. One has therefore a shrewd suspicion that much of the fierceness with which the system and the personalities of those who have adopted and approved it, have been assailed, is due to an uneasy feeling on the part of its opponents that time is on the other side, and that they can at best only put the clock back, not stop it.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.