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Current trends and recommendations regarding one-to-one (1:1) educational initiatives suggest that they are efficacious ways to achieve innovative change in education, namely through the promotion of active and innovative teaching practices. From a constructivist point of view, tablet devices offer teachers the potential to adopt interactive student-centred activities and to facilitate a process of learning in which students are actively involved and encouraged to be responsible and autonomous. This chapter describes a 1:1 tablet initiative that aims to promote changes in education by broadening and diversifying the activities in which students are involved and learn. It examines tablet use and teaching practices as experienced by 42 students from two lower secondary schools in Portugal. Data collection involved a questionnaire and two focus groups conducted a year after the implementation of the initiative. Results suggest tablet use to support innovative teaching practices, which fostered students’ engagement and deeper understanding of topics. Results also evidence tablet use to maintain traditional teaching practices, which undermined students’ expectations and prevented them to become more active learners.

This chapter explores ways that tablet devices can be used to support the inclusion of students with disability in inclusive classrooms. A short description of the evidence of efficacy of using tablets to support students with disability is provided. Ways to use tablet devices to support students with disability in the areas of communication, academics, organisation and social emotional skills to support their inclusion in mainstream classrooms are addressed. Lastly, barriers to using tablets to support students with disability in inclusive classrooms are described and ways to remove these barriers are suggested.

Brand-name pharmaceutical companies have engaged in a variety of business conduct that has increased price. One of these activities involves “product hopping,” or brand switches from one version of a drug to another. The antitrust analysis of product hopping implicates antitrust law, patent law, the Hatch–Waxman Act, and state drug product selection laws, as well as uniquely complicated markets characterized by buyers different from decision makers. As a result, courts have offered inconsistent approaches to product hopping.

In this chapter, we offer a framework that courts and government enforcers can employ to analyze product hopping. The framework is the first to incorporate the characteristics of the pharmaceutical industry. It defines a “product hop” to include instances in which the manufacturer (1) reformulates the product to make the generic nonsubstitutable and (2) encourages doctors to write prescriptions for the reformulated rather than the original product.

When the conduct meets both requirements, our framework offers two stages of analysis. First, we propose two safe harbors to ensure that the vast majority of reformulations will not face antitrust review. Second, the framework examines whether the hop passes the “no-economic-sense” test, determining if the behavior would make economic sense if the hop did not have the effect of impairing generic competition. Showing just how far the courts have veered from justified economic analysis, the test would recommend a different analysis than that used in each of the five product-hopping cases that have been litigated to date, and a different outcome in two of them.

To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.

The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.

Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.

The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.

Evidence continues to accumulate that human resource management (HRM) practices associated with a commitment-based management approach can generate more energy, initiative, and engagement among workers and meaningful performance gains for an organization. Despite the business case for adoption, many organizations still fail to implement commitment-based HRM practices, or even refuse to attempt such a transition. The health care industry, in particular, has been resistant to moving away from a control-based management philosophy. We identify a potential enabling factor in making the transition as the willingness and ability of senior leadership to establish fair process and a climate of procedural justice throughout the organization, and we examine the lessons offered by a high-performing pharmaceutical plant organized according to commitment-based principles.

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.