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Mobile dating apps are widely used in the queer community. Whether for sexual exploration or dating, mobile and geosocial dating apps facilitate connection. But they also bring attendant privacy risks. This chapter is based on original research about the ways gay and bisexual men navigate their privacy on geosocial dating apps geared toward the LGBTQI community. It argues that, contrary to the conventional wisdom that people who share semi-nude or nude photos do not care about their privacy, gay and bisexual users of geosocial dating apps care very much about their privacy and engage in complex, overlapping privacy navigation techniques when sharing photos. They share semi-nude and nude photos for a variety of reasons, but generally do so only after building organic trust with another person. Because trust can easily break down without supportive institutions, this chapter argues that law and design must help individuals protect their privacy on geosocial dating apps.

The purpose of this paper is to discuss how corporate philanthropy influences channel behaviour in the context of food security.

The authors chose an exploratory case-study design to guide the investigation, based on Yin’s (1994) argument that case studies are the preferred strategy when “how” or “why” questions are being posed, and when the focus is on a modern phenomenon within a real-life context. A survey study was focused on formal interviews onsite where product development and marketing occurred.

It is known that the concepts of power and dependency are central to channel relationships. In food distribution, it has been argued that food distributors hold more power than food processors due to end-user proximity (Ruyter et al., 1996). For corporate altruism acts to have an impact when generated by functions other than distribution and retailing, one can only argue that channel members would require a significant number of antecedents to be successful. In Campbell’s case, as shown in Table I, many became enabling to a successful outcome while others arguably made the project more challenging.

With food security, the authors would need to consider other relationships within the marketing channel. The macro-environment of the marketing channel could also be incorporated in a future study. This study also does not compare other campaigns related to a similar product. In fact, it is believed that Nourish is unique in that it is the first ready-to-eat, ready-to-ship food product which was developed with the intent to serve the greater good.

Philanthropic acts by one company can influence other channel members when intent is driven by clear altruistic and politically strategic motives, and reflects individualistic and paternalistic attitudes. Campbell’s was paternalistic but attempted to serve many causes at once. Committing to only one cause in the future may help consolidate resources and corporate energy around one single cause.

Corporate philanthropy describes the action when a corporation voluntarily donates a portion of its resources to a societal cause. Nourish’s case is different in that it is not just a linear transactional gift between a corporation and an organization actively involved in the cause. The project relies on the active participation of other channel members, including consumers, to support the campaign led by Campbell’s. It was a form of an extendable altruistic venture which allowed all channel members to contribute to the cause.

Food processors that want to address the issue of food security or any other societal causes, domestically or abroad, will not cease. The challenge for food processors lies in the functional nature of their role within marketing channels. Since they do not transact with consumers directly, they depend on distributors and retailers to relay their philanthropic convictions to consumers. Based on the Nourish case, this study set out a series of antecedents which would support similar initiatives.

The purpose of this paper is to contribute to the polyphonic debate on the future of interpretive accounting research (IAR) by addressing the issues of cumulative knowledge and embedment of IAR in wider literatures.

McCracken's method of inquiry, adapted to incorporate meso‐level considerations, can be used to help resolve these issues. Accounting‐related phenomena can be studied by first identifying the cumulative knowledge contributed by different theoretical perspectives that provides broad skeletal categories to be investigated in the context of an interpretive study. In addition, micro‐ and macro‐level “external” theories are incorporated in a global meso‐level framework to provide a high‐level lens to guide data generation and analysis, fostering the embedment of IAR in wider literatures.

Meso‐level research implies thinking organizationally and behaviourally, and thinking about linkage. By extension, it requires reflecting on the characteristics of the context in which the phenomenon occurs and the actors behave, the nature of the task or decision to perform, and possible links between macro‐ and micro‐factors that help identify “external” theories and frameworks that contribute to understanding the phenomenon.

The contribution of the suggested approach is highlighted in the context of financial accounting research. Reflexive accounts on the choice and use of a meso‐level approach are presented, and the issue of appropriate balance between theoretical and empirical material is addressed.

Creativity is fostered when cumulative knowledge about a specific phenomenon is embedded in wider meso‐level theoretical perspectives, leading to the discovery of new insights about the topic under study and contributing to the advancement of knowledge.

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 purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care.

This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice.

Case examples from library, medical and the broader healthcare literature are used to explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy.

Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.

As the US transitions to a majority–minority population, the underrepresentation in the science, technology, engineering, and mathematics (STEM) workforce must be resolved to ensure that our nation maintains its competitiveness and global economic advantage. The persistent problem of retaining underrepresented minority (URM) students in STEM continues to be a national priority after several decades of attention. The role of historically black colleges and universities (HBCUs) in addressing this challenge cannot be overstated, given their history in producing African American STEM graduates. As the largest HBCU in the country, North Carolina A&T State University (NC A&T) serves a combined undergraduate and graduate population of 11,877 students, 78% of which self-identify as African American. To overcome the multiple challenges that impede retention and persistence to degree completion in biology, the Department of Biology at NC A&T has adopted a major cultural shift in its advising strategy. The new approach encompasses a Life Mapping and Advising Model that builds faculty–student relationships and engages both parties effectively in the process. The model includes six important pillars to drive student success: (1) dedicated advising space, the Life Mapping and Advising Center (LMAC), (2) effective advisors, (3) integrated peer mentor and peer tutoring programs, (4) an intrusive advising strategy, (5) integration with first-year student success courses, and (6) life coaching. Although the program is in its infancy, based on the first-year assessment data, we have observed many promising trends that, together, point toward successful retention and persistence of our students in the major.