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Purpose – Driver education and licensing are two mechanisms used to reduce crash rates. The purpose of this chapter is to provide an overview of these countermeasures and consider how simulators can be used to augment more traditional approaches.

Approach – A literature review was undertaken evaluating key concepts in driver licensing including graduated driver licensing (GDL), the role of parents in licensing, compliance and enforcement, driver testing and how the driver licensing system impacts on levels of unlicensed driving. Literature regarding driver education for individuals who have and not yet obtained a licence was also reviewed.

Findings – GDL is a successful countermeasure for reducing the crash rates of young novice drivers as it limits their exposure to higher risk situations. The support for driver education initiatives is mixed. As there are big differences between education programs, there is a need to consider each program on its own merits. Driving simulators provide a safe environment for novices to gain experience. In particular, they may be bifacial for development of hazard perception and visual scanning skills.

Practical Implications – GDL systems should be introduced where appropriate. Existing systems should be strengthened where possible by including additional, best-practice and restrictions. When considering driver education as a countermeasure, the type of program is very important. Education programs that have been shown to increase crashes should not be introduced. Further research and development are necessary to ensure that driver education and licensing adequately equip novice drivers with the skills necessary to drive in the 21st century.

The purpose of this chapter is to examine the linkages between negative life events (e.g., exposure to community violence and personal challenges) and antisocial behaviors. The participants are 170 African American male adolescents, who resided in urban communities in the United States. The results supported the hypothesis that exposure to community violence mediates the relation between African American male youth’s personal challenges and antisocial behaviors. Thus, the personal challenges that many African American males face may have direct linkages to antisocial behaviors. But, without examining the context in which African American adolescent males grow up, an incomplete story is chronicled.

This chapter explores the relationships between organisational type, rationales and the barriers that prevent community food projects from increasing the scale of their operations. From a broad survey of community food projects, organisations were divided according to their primary rationale (e.g. rural economic development and distribution), and then subdivided – by form – as a non-profit, private business, governmental agency or cooperative. Data from the interviews and surveys were coded using a qualitative grounded theory approach, to reveal the barriers experienced by each. Overall, access to long-term stable income is a recurrent theme across all types of projects. However, income sources dramatically change how these organisations prioritise barriers. Similarly, the organisation’s primary rationale and experiences influence the interpretation and approach to collaboration and education. Despite these differences, our results suggest a large degree of convergence that cuts across organisational forms and rationales, and offer a base for broader regional food system conversations.

Corporate entrepreneurship is a process of organizational change within established firms, which involves creation, transformation and/or the development of an entrepreneurial philosophy (Covin & Miles, 1999; Guth & Ginsberg, 1990; Schendel, 1990; Sharma & Chrisman, 1999; Zahra, 1993). Researchers and executives alike emphasize the importance of change in corporate entrepreneurship. According to Stevenson and Jarillo-Mossi (1986, p. 14), “If a company wishes to continue to be entrepreneurial, it must convince everyone that change is the company’s overriding goal,” or, as stated by Michael Dell, “The only constant in our business is that everything is changing” (Brown & Eisenhardt, 1998, p. 1).

This chapter aims to delineate the indigenous pattern of parental involvement in Taiwan by investigating the effects of specific practices in schools and in the family, such as school selection, school involvement, preparing a study place at home, and providing nutritious food.

We use two waves of data from the Taiwan Youth Project (2000, 2003) to examine how parental involvement varies between dual- and single-earner families, and we further demonstrate how sons and daughters have different access in terms of recognizing their parents’ effort, and how children’s subjective appraisals promote their academic performance with respect to test scores.

We find that dual-earner families have higher incomes, higher educational levels, and have fewer children than single-earner ones. Our multivariate analyses show that parental involvement does increase youngsters’ Basic Competence Test (BCT) score. However, we are unable to find any direct or indirect effects from parental employment status on BCT scores. Further analysis indicates that the relationship between parental school involvement and BCT score is only significant among dual-earner families, but not for the single-earner ones. In addition, our multiple group analysis reveals that sons’ BCT scores are affected more by parents’ school involvement, whereas daughters’ are affected more by special home provision. Our findings from adolescents’ subjective responses imply that sons may be more responsive to a non-familial context in contrast with daughters, who react more positively to familial provision.

The United States of America and England are countries that have embraced neo-liberalism, and have been at the forefront of the neo-liberal restructuring of public education. Both of these countries can be considered as laboratories for neo-liberal policy, hence their focus in this chapter. Primarily conceptual in nature, this chapter seeks to connect what happens ‘Up There’ with what school leaders do ‘Down Here’ (Bell & Stevenson, 2006). The authors intend to demonstrate how global politics and policy are linked with the everyday practices of school leaders. Furthermore, the chapter illustrates how values and practices of individual school leaders are shaped by the systems values implicit in policy. We recognise that debates which pose structure against agency are debates ultimately about balance and relativities. It is not that as individuals we are free agents, or have no agency, but about understanding how structure and agency interplay in ways that constrain and shape what we do. Moreover, we believe that by having a more sophisticated understanding of how structural factors constrain our actions, we are better able to maximise the opportunities provided by our agency. This is not about over-stating the potential for agency, but it is about seeking to maximise the ‘spaces and interstices’ (Dale, 1982, p. 158) within which agency may be exercised. In presenting this work the authors draw on a number of different traditions, not all of which sit comfortably with each other. However, taken together they shed some light these complex issues.