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This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.

This chapter explores the issue of ethnic diversity and race discrimination among elementary school teachers in Ireland. It examines both the historical precedents of this discrimination and uses the current experiences of Immigrant Internationally Educated Teachers (IIETs) living in Ireland to explore the phenomenon contemporaneously. The chapter begins by delineating the historical context of immigration in Ireland and more recent population data. It then explores the relevant legislative provisions to address employment and race discrimination in the Irish context. Owing to the deep-seated and historical origins of the current race discrimination, a particular focus is placed on delineating the evolution of the selection and recruitment of elementary teachers in Ireland imbued with the right to teach in elementary schools. Drawing on data ascertained through semi-structured interviews with a range of IIETs, positioned within the aforementioned analyses of relevant historical documents, the chapter then moves to explore some experiences of IIETs seeking to work in the Irish elementary school system. The chapter analyses these data through a Bourdieuian lens, paying particular attention to ways in which power has been, and continues to be, exercised by the State in regulating access to prestigeful mainstream teaching positions. The chapter proceeds to root these analyses within Kitching’s work on ‘race moves’, arguing that immigrant teachers have been racialized as other on the basis of an absence of proficiency in the Irish language.

In childlessness literature, researchers often engage in a discussion of why some women (and men) intend or choose to remain childless, with an emphasis on macro-level or interpersonal experiences. However, further research is needed to identify the ways in which voluntarily childless (VC) adults actively negotiate the social world among structural influences that simultaneously value parenthood and place complex burdens on parents. Utilising the Bourdieuian concepts of habitus, capital and field, this chapter contributes to a shift in the conversation from ‘why’ individuals remain childless towards an understanding of ‘how’ childbearing preferences impact individuals’ lives in practice.

This research compares experiences and characteristics of non-parents in relation to childbearing preferences. This study explores a sample of 972 participants’ responses to two open-ended questions addressing particular social arenas or experiences where they feel pressured or encouraged to have children as well as those where they feel pressured or encouraged not to have children. Responses were coded using a general inductive approach to identify emerging themes regarding the social fields and the nature of the interactions relevant to childbearing preferences. A between group comparison of temporarily childless (TC) and VC participants indicated a number of similarities and differences that highlight the contradictions, hardships and benefits of actively deciding to delay or forgo having children.

Both groups frequently indicated family, friends, work or school, public spaces and other structural and cultural factors pressuring or encouraging them to have children, but also indicated pressures or encouragement within similar fields advising them not to have children. For both groups, many of the responses highlighted the contradictory nature of these messages. The similarities and differences between groups also highlight ways in which the current status of non-parent can lead to certain similar social experiences, regardless of personal preference for the future, while also showing a number of ways these encounters are experienced or perceived differently, based on this preference.

This chapter studies how entrepreneurship research has evolved at the Latin American level. Using the database available in the Web of Science Core Collection, a period-by-period bibliometric analysis is carried out to identify possible changes in research trends over time. On the one hand, the results show that in the period 2000–2006, research focuses mainly on rural development, community development and financial resources. On the other hand, in the period 2007–2013, the research priority is related to international entrepreneurship, private capital raising and studies based on the Global Entrepreneurship Monitor (GEM). Finally, during the period between 2014 and 2020, research focused mainly on self-employment, family businesses, promotion of angel investor networks, venture capital, and female entrepreneurship. The results of this study may be of interest to academics, researchers, and policymakers to understand the evolution of this topic in recent decades and to promote entrepreneurship and innovation in the region.

This chapter aims at presenting the ISO 9000 standards and their crucial role in the regulation of the quality management process in a company. To achieve this goal not only have the standards been deeply scrutinized but also evidences of their importance and consequences of their application have been collected after a deep period of study and research.

The chapter begins with a quick review of the standards history, followed by a consistent part that describes the process of standardization and who releases the certifications. The following part is devoted to the analysis of the structure of the standards and the principles in which their content is based. The chapter ends highlighting the areas influenced by the quality standards and the benefits that they bring to the companies.

In conlusion, this section of the book is dedicated to a normative topic that is in continuous evolution and that influences a lot the quality management system.

The child is at the centre of all Models of Child Health Appraised research and indeed all primary care delivery for children. Appraising models of primary care for children is incomplete without ensuring that experiences of primary care, design, treatment, management and outcomes are optimal for the child. However, the principle of child centricity is not implicit in many healthcare systems and in many aspects of life, yet it is extremely important for optimal child health service design and child health. By exploring the changing concept of ‘childhood’, we understand better the emergence of the current attitude towards children and their role in today’s Europe and the evolution of child rights. Understanding child centricity, and the role of agents acting on behalf of the child, allows us to identify features of children’s primary care systems that uphold the rights of a child to optimum health. This is placed against the legal commitments made by the countries of the European Union and European Economic Area to ensure that children’s rights are respected.