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To describe how a digital storytelling project used in preservice elementary literacy methods courses expands the notion of video reflection and offers an intentional zone of contact in which preservice teachers create their own idealized vision of their future classroom.

Using the multimodal text as a point of departure, each researcher used a different analytical method to approach the data, allowing for examination of different aspects of the product and process of digital storytelling. These analysis methods include theoretically driven analysis based upon theories of Bakhtin (1981) and Vygotsky (1978), metaphor analysis, and performative analysis. This chapter describes the findings from each analytic lens, as well as the affordances of the multiple research lenses.

The results of the study shed light on how preservice teachers constructed a dialogue around their beliefs about themselves as teachers and visions of their future classrooms. The space between the real and the imagined provided a critical writing space where preservice teachers were able to vision their evolving identity and make visible their negotiation of intellectual, social, cultural, and institutional discourses they encountered. These artfully communicated stories engaged preservice teachers in creating new meanings, practices, and experiences as they explored possibilities and imagined themselves in their future classrooms. In these compositions, the preservice teachers maintained, disrupted, and/or reinvented classroom contexts to accommodate their own understandings of literacy teaching and learning.

The zones of contact that were consciously created in this digital storytelling assignment allowed teacher educators to provide the cognitive dissonance which research shows makes teacher beliefs more amenable. Additionally, asking preservice teachers to engage in the type of analysis described in this chapter may prove to be a useful avenue for helping to make the negotiation that took place during the composing of the digital stories more explicit for the preservice teachers.

The rise of arts and culture is transforming citizen politics. Though new to many social scientists, this is a commonplace for many policy makers. We seek to overcome this divide by joining culture and the arts with classic concepts of political analysis. We offer an analytical framework incorporating the politics of cultural policy alongside the typical political and economic concerns. Our framework synthesizes several research streams that combine in global factors driving the articulation of culture into political/economic processes. The contexts of Toronto and Chicago are explored as both enhanced the arts dramatically, but Toronto engaged artists qua citizens, while Chicago did not.

This chapter juxtaposes human trafficking of children by their families with structural disadvantage characterizing cycles of violence to suggest that carceral approaches alone cannot break trajectories of crime. It highlights contexts where familial violence is culturally normalized and where the victim–offender binary is challenged. The devadasi system in a district in the Northern region of the State of Karnataka, India, and stories of women and communities in urban India provide a context for the discussion. This chapter posits the need to explore community corrections, restorative and transitional justice, and social justice in criminal justice administration to build safe families and communities for children.

Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’ pre-academic skills. The factors examined included (a) family characteristics, behaviors, and beliefs; (b) nonparental care literacy activities; and (c) child health, aggression, and approaches to learning (e.g., curiosity, independence, and persistence). High achieving boys are contrasted with other boys, along the following dimensions: familial, early childhood program, child characteristics and practices and their pre-academic skills, and whether the association was moderated by achievement status. Regression analyses indicated that some aspects of family, preschool, and child characteristics were associated with African American boys’ early outcomes, especially parental caretaking (e.g., bathing and brushing teeth) and approaches to learning (e.g., persistence and attention). Recommendations for educational practices and policies were offered.

The issue of varying stakeholder expectations has significant implications for successful enterprise information system implementation. This issue becomes more prevalent in e‐government situations where a variety of stakeholders are influenced by inter‐organizational knowledge sharing. This paper presents an exploratory investigation of the diverging and converging expectations of various stakeholders at the initiation of e‐government projects with regard to the benefits of and barriers to interorganizational knowledge sharing.

Survey data were collected from seven cases within the New York State (NYS) government setting. We identified two sets of stakeholder groupings in this paper; core/key project participants and general participants (similar to developer/user stakeholder groupings); and; various organizational participants (state government, local government, non‐profit organization, and private organization stakeholders).

Research results indicated that key participants' expectations were similar to those of general participants/users. Their perceptions converge on the relative likelihood of achieving benefits and relative severity of barriers; although significant differences do exist in discernment of the opportunity for achieving wider professional networks and the magnitude of control‐oriented management. Finally, we found significant differences among stakeholders groups based on the types of organizational membership. Local government stakeholders are considerably less optimistic in achieving goals, and more concerned about a variety of organizational, technological, and financial barriers.

The results provide guidance for e‐government design and implementation strategies that amplify common interests, contend with shared difficulties, and mitigate differences.

The study evaluated the introduction of naltrexone in an Australian prison system for imprisoned male heroin users. Treatment outcomes were analysed for two sub‐samples taken from an unsuccessful randomised controlled trial. The first sample comprised 68 participants who were randomly allocated to naltrexone treatment. The second sample comprised 47 participants who commenced opioid pharmacotherapy during the study period. Thirteen per cent of subjects started naltrexone, with only 7% retained in treatment at six months. Six‐month retention was significantly lower in naltrexone compared to methadone (p = 0.0007). Poor patient acceptability and retention did not support oral naltrexone maintenance in this treatment group.

Current research about American Indians of all ages is in short supply, yet design and allocation of public services and resources are increasingly guided by ‘evidence’ provided by research. The health and wellness of this population is persistently poorer than that of other marginalized populations. American Indian tribes have been beset progressively since the earliest arrival of European settlers by both malevolent and well-intentioned assaults on their cultures and peoples. This long history of cultural and physical genocide continues into the present and undermines the effectiveness of Eurocentric processes for research that have been shaped by values and beliefs antithetical to those of most tribes (e.g. individualism, proprietary ownership, science as the way of knowing). Individual and collective historical trauma is present in all of the more than 500 federally recognized tribes in the United States of America, and a lack of trust further compromises the validity and positive impact of most research. This chapter describes the roots and foundations of flawed and successful research and identifies practical resources and approaches that are valid and beneficial for conducting research with indigenous people. The processes described in this chapter are grounded in the experiences of tribes in the United States of America; however, parallel experiences of indigenous populations that have a continuing legacy of trauma are found in many other countries (such as in Brazil and New Zealand) and the insights and approaches found in this chapter may be applicable to some degree.

The purpose of this paper is to explore and evaluate the existing and future impact of artificial intelligence (AI) and machine learning on the global economy. It includes viewing the inclusion of AI in different sectors, its impact on industries, the trends of the forerunning companies that are capitalizing on AI and the idea of crystalizing exponential growth while maintaining a balance between the understanding of humans and the subsequent possibilities of AI.

This paper is based on secondary research, reviewing literature based on different industries and perspectives.

The global potential of AI is exponential; the development of AI should be effective. Globally, we see contrasting views, defining the consequences of AI. Hence, the balance between humans and AI, protocols and a global regulatory system needs to be established to prevent catastrophic results soon.

The benefits of AI are enormous. The rising incorporation of AI must take into consideration the basic safety fundamentals for a better future.

This paper will enable readers to understand the importance of AI in the global economy, its current involvement in major industries and the subsequent need for balance in technology.

This conceptual review is by its nature and original contribution and, specifically, an interpretation for India.

In the continuing endeavour to work towards ever better management, experience plays a crucial role. We learn from success, but we can learn much more from failure. Further, it is far better and cheaper when we learn from other people′s failures rather than our own. This monograph assesses the requirements of project management in relation to industrial projects, illustrating the factors that can result in failure by means of a series of case studies of completed and abandoned projects worldwide that have failed in one way or another. The key roles played by project planning and project cost control in meeting and overcoming the practical problems in the management of industrial projects are examined in detail. In conclusion the lessons that can be learned are evaluated and presented, so that we may listen and learn – if only we will.