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Pina Bausch is considered one of the most influential choreographers in contemporary dance. She created a new dance language based on a groundbreaking form of joint artistic inquiry. As a leader, Pina Bausch transformed her company into a chosen family of diverse personalities whom she supported in the development of their individual artistic expressiveness. She encouraged her dancers to contribute to her signature style with inventiveness and authenticity. Her ability to integrate the dancers’ contributions into her pieces and bring them to the fore onstage makes Pina Bausch a prime example of creative leadership. While leveraging her company’s collective genius and international fame through boundless curiosity and artistic integrity, Pina Bausch balanced paradoxes of leading innovation. The essence of her leadership style points to the importance of curiosity, humanity, and embodiment in leader-follower relationships.

One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling organisational environment. One form of this main task is using developmental interactions, like mentoring, as innovation leadership practices. A hackathon is one type of innovation contest with three designed phases: pre-hackathon, hackathon event and post-hackathon, involving multiple stakeholders with distinct roles, such as hackers and mentors. In a hackathon, the central activity of mentors is to support the hackers’ innovation process, especially in idea creation and concept development. The mentor role has not been focal in hackathon studies; thus, this chapter addresses the role, impact, and ways to acknowledge the mentors as an integral, contributing innovation leadership practice in hackathons. As an empirical study, this chapter presents the results of a public sector case in a Swedish multi-disciplinary municipality conducting intra-organisational hackathons in three different collocations. The chapter contributes to the literature on innovation leadership at the team level with mentorship in innovation contests in the public sector context by revealing the dual-role tension of innovation leadership in mentor activities in the hackathon event phase from both the hackers’ and mentors’ viewpoints, and the necessity of mentor-benefitting training in pre-hackathon phase.

This chapter is concerned with examining the families that play Pokémon Go together within the context of spatial practices. The chapter begins by outlining the general approach to spatiality that we adopt throughout this book, which is predicated on the ‘spatial turn’ within the social sciences. Here, spatial practices are understood as being socially constructed in day-to-day live, as opposed to being something simply given. In other words, ‘the concept of the city’ and the ‘urban fact’ (de Certeau, 1984, p. 1, italics in original) are not one and the same thing. Instead, the phenomenology of space is moulded in the social realm as part of the practice of everyday life, which has consequences for hybrid reality games (HRGs) like Pokémon Go. After delineating between ‘space’ and ‘place’ à la the ‘mobilities turn’, we shift our attention to embodied approaches to urban life. This begin with an examination of the art of the flânerie, which has been reimagined to account for the ubiquity of mobile media, and more recently, locative games. A review of the literature surrounding locative games demonstrates that, for the most part, concerns about spatiality have not extended to the kind of intergenerational play that is the focus of this book. Drawing on our original study of Pokémon Go, as outlined above, then, the chapter is driven by the following research questions. First, to what extent does Pokémon Go lead to families spending more time outside and how is this reshaping experienced. Second, what effect does this HRG has on the routes and pathways families choose to follow while traversing their physical setting, as well as the sites they frequent. Third, to what extent do families engage with the various elements of Pokémon Go and what does this suggest about the evolution of locative play in the context of earlier location-based social networks (LBSNs).

This chapter examines cultural value creation through the 24 Carrot Gardens Project. Initiated by artist and curator Kirsha Kaechele of the Museum of Old and New Art, the vision of 24 Carrot Gardens is to ‘sow seeds of lifelong learning’ in the areas of health, well-being and sustainability across school communities in Tasmania, Australia. What has eventuated over its five years is a complex relationship between the artful ‘gold standard’ delivered by professional artists and a contemporary art museum with an integrated teaching and site-based learning across the arts and sciences. Designed in response to the local environmental, cultural and socio-economic context, 24 Carrot Gardens has contributed to a growing sense of community engagement, interdisciplinary learning and a strong foundation of networked donor investment. With these multilayered interests across a diversity of stakeholders and partnerships, many competing systems of value are at play, with the potential to contribute a new value creation. Firsthand accounts of project contributors are situated amongst the scholarly literature to produce an examination of value exchange and creation including the cultural values identified in 24 Carrot Gardens: artistic and creative, economic and industrial and education and environmental. Following this interrogation of the expressed values in this case study, we offer a foundation for a new framework for understanding local cultural value.

This chapter examines birth outcomes of patients enrolled in Familias Sanas (Healthy Families), an educational intervention designed to reduce health disadvantages of low-income, immigrant Latina mothers by providing social support during and after pregnancy.

Using a randomized control-group design, the project recruited 440 pregnant Latina women, 88% of whom were first generation. Birth outcomes were collected through medical charts and analyzed using regression analysis to evaluate if there were any differences between patients enrolled in Familias Sanas compared to those patients who followed a typical prenatal course.

Control and intervention groups were found to be similar with regard to demographic characteristics. In addition, we did not observe a decrease in rate of a number of common pregnancy-related complications. Likewise, rates of operative delivery were similar between the two groups as were fetal weight at delivery and use of regional anesthesia at delivery.

The lack of improvements in birth outcomes for this study was perhaps because this social support intervention was not significant enough to override long-standing stressors such as socioeconomic status, poor nutrition, genetics, and other environmental stressors.

This study was set in an inner-city, urban hospital with a large percentage of patients being of Hispanic descent. The study itself is a randomized controlled clinical trial, and data were collected directly from electronic medical records by physicians.

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.

Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.

The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.

This chapter is concerned with exploring the various ways in which Pokémon Go complements or challenges family life. The chapter begins by explicating the multisided concept of play and the myriad definitions that surround this term. Having established the various way in which this phenomenon can improve the lives of those who engage in it – physically, emotionally and cognitively – we go on to consider how play has gradually shifted from public spaces and into designated playgrounds, and how this trend corresponds with children concurrently moving away from the streets and into their bedrooms. Following this, we explore the impact digital technologies are having on the practice of parenting, paying particular attention to video games as a significant facet of youth culture that is often associated with a range of negative connotations. Yet, video games are not intrinsically bad. As we outline, research on intergenerational play and joint-media engagement (JME) readily demonstrate the many benefits families can experience when these games are played together. What is missing from this developing body of work is the familial playing of locative games and the extent to which this practice adds contours to our understanding of this field. The chapter is, therefore, driven by the following research questions. First, why and how do families play Pokémon Go? This includes the different roles that family members adopt, alongside motivations for families playing this game, how the playing of this game complements the rhythms of family life and the extent to which this hybrid reality game (HRG) is suited to intergenerational play. Second, what impact does locative familial play have on families, collectively speaking, and regarding individual family members? Here, we are not just interested in whether this game allows families to bond and how this bonding process is experienced, but also whether the familial play of Pokémon Go provides families with any learning opportunities that might facilitate personal growth beyond the game. Third, what worries might parents have about the familial playing of Pokémon Go and to what extent does the locative aspect of this game reshape their apprehensions?