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Unsustainable logging and illegal logging for domestic and international trade and trafficking continue to lead to deforestation. It is crucial that Sustainable Development Goal 15 ‘Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss’ is achieved to maintain the livelihoods of people and protect the planet. This is the case in Vietnam as well, where many people, including indigenous groups, rely on the forest for their survival. Drawing on semistructured interviews in Vietnam and a literature review, we investigate how the abuse of forest policies leads to human insecurity. From this, we propose solutions to (1) end unsustainable harvesting and illegal logging (SDG 15.7), (2) integrate the value of forests (culturally and economically) into national and local planning, the development process and poverty elimination strategies (SDG 15.9) and (3) improve the use of forest protection funding provided by international donors.

This chapter introduces the Sustainable Development Goals (SDGs) and considers how criminological research, policy and practice can advance this global agenda. It critically accounts for the complex geopolitical, institutional and ideological landscapes that gave rise to this agenda and the challenges this poses for implementing the SDGs today. The chapter also raises important questions about the viability and consequentiality of global efforts to govern the nexus between crime, justice and sustainable development on account of the gravest threat to humanity, climate change. We conclude that all of these issues highlight the need for scholars and practitioners with expertise on crime and justice to approach this agenda from a critical standpoint. At the same time, we acknowledge that the SDGs remain the best global framework that we have for promoting safer and more equitable societies.

This paper explores the experiences of Lebanese and Ukrainian diasporans on the Canadian island of Newfoundland by using the concepts of host-region and reflective domestic ethnicity. ¹ It is based on fieldwork among the descendants of Lebanese immigrants who settled at the turn of the twentieth century (Hirschfeld Shibley) and recent immigrants from Ukraine (Lesiv). Many studies of diasporas explore the notion of ethnicity. These explorations often take place in large and representative diasporic settings that, in turn, offer platforms for diverse public expressions of ethnic identities reinforced by vibrant diasporic institutions. Newfoundland is a comparatively small territory and has historically been an unpopular destination for immigrants. Furthermore, in Canada, the island is known for its distinct regional sense of identity. The generalised framework of ‘hostland’ frequently used to embrace entire countries or continents is unsuitable for the present study. Via a narrower regional prism, our findings show that, albeit for dissimilar reasons, Lebanese and Ukrainian diasporans engage with their ethnic heritages predominantly in domestic spheres. We explore domestic ethnicity formation processes focusing on select creative expressions, including material objects.

Public organizations have interacted with citizens through increasingly sophisticated internet-enabled technology. Participatory platforms emerged from Web 2.0 technologies in the mid-2000s as a governance mechanism to engage citizens in the process of effecting social change. Although the potential of platforms is recognized, its successful implementation has faced challenges. To begin to get a handle on how to best design and manage participatory platforms, we conducted an exploratory participatory action research study grounded in two events – The Policy Challenge and NSF Workshop on Participatory Platforms with a Public Intent. Both events communed practitioners, scholars, and citizen participants with diverse experience and expertise conducting and researching platforms. The insights expressed through the events and follow-up interviews and online survey informed our development of a participatory platform lifecycle and design framework to assist designing successful participatory platforms.

Building on our earlier model of the links between HR strategy, e-HR goals, architectures, and outcomes, we illustrate the relationship between some of these elements with data from three global organizations. In doing so, we aim to help academics and practitioners understand this increasingly important area of HR theory and practice.

The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces are increasingly used as sites to learn design, especially in undergraduate engineering education programs. However, there has been little work on how trained designers Make and how design emerges in their Maker practices.

In this paper, a conceptual framework is constructed to identify design practices within Making informed by theories of human-centered design and designerly ways of knowing. The framework is used to analyze narratives of ten experienced designers and Makers to understand how they enact design while they Make.

The rich and compelling narratives of the participants support the proposed conceptual framework, providing qualitative evidence for how designers practice and know design while Making. This study also reports on a strong theme of realizing purpose and personal meaning while Making across the participants’ narratives that sheds light on the unique and educationally meaningful value of Making, as in Making being a venue for agentive constructivist learning.

As an educationally meaningful practice, Making can be explored from several lenses, and this research solely uses a design lens.

The motivations of the study are twofold. First, to understand how designers practice human-centered design and use design knowledge while Making. Second, to support the epistemological legitimacy of Maker knowledge by establishing connections with design knowledge.

This paper contributes to the limited body of scholarly work to conceptualize experienced designers’ Maker practices. Work in this area can inform learning outcomes and performance expectations in educational settings.

This paper proposes a diagnostic framework useful to Trust managers who are faced with the task of devising and implementing strategies for improvements in clinical effectiveness, and is based on a recent study incorporating clinicians, managers, and professional staff in four NHS Trusts in the North Thames Region. The gap framework is inspired by the gap model developed by Zeithaml, Parasuraman and Berry from their research into service quality and incorporates Dave Sackett’s schema as well as a personal competency profile needed for the practice of evidence based health‐care (EBHC). The paper highlights the four organisational and personal failures (gaps) which contribute to the fifth gap, namely the discrepancy between clinically relevant research evidence and its implement‐ation in health care. To close the gaps, Trusts need to set the goal and tackle the cultural, organisational, attitudinal and more material aspects such as investment in the information infrastructure, education and training of doctors. Doctors need to go through a process from awareness to action facilitated through a combination of personal and organisational incentives and rewards as well as training in the requisite skills. Researchers should take steps to improve the quality of the evidence and its accessibility and purchasers should reinforce the use of EBHC by withdrawing funding for care which has proved to be ineffective, inappropriate or inferior.