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Recent decades have witnessed great interest in Leon Trotsky’s idea of uneven and combined development (UCD) by Marxist scholars of International Relations (IR). A burgeoning literature has argued that one interpretation, Justin Rosenberg’s U&CD, resolves the question of ‘the international’ by offering a single, non-Realist theory capable of uniting both sociological and geopolitical factors in the explanation of social change across history. Evaluating this claim, this paper argues that the transhistorical ways in which U&CD has been developed reproduce, reaffirm and reinforce some of the more important shortcomings of Realist IR. I develop my argument through an internal critique of Rosenberg’s conception of U&CD, which, I argue, is illustrative of larger shortcomings within the literature. I conclude that the political and geopolitical economy of UCD and their dynamics must be grasped through the specific social and historical relations in which they are immersed.

Implementing change in healthcare is difficult to accomplish due to the unpredictability associated with challenging the status quo. Adapting the intervention/practice/program being implemented to better fit the complex context is an important aspect of implementation success. Despite the acknowledged influence of context, the concept continues to receive insufficient attention at the team-level within implementation research. Using two heterogeneous multidisciplinary healthcare teams as implementation case studies, this study evaluates the interplay between context and implementation and highlights the ways in which context influences the introduction of a collective leadership intervention in routine practice.

The multiple case study design adopted, employed a triangulation of qualitative research methods which involved observation (Case A = 16 h, Case B = 15 h) and interview data (Case A = 13 participants, Case B = 12 participants). Using an inductive approach, an in-depth thematic analysis of the data outlined the relationship between team-level contextual factors and implementation success.

Themes are presented under the headings: (1) adapting to the everyday realities, a key determinant for implementation success and (2) implementation stimulating change in context. The findings demonstrate a dynamic relationship between context and implementation. The challenges of engaging busy healthcare professionals emphasised that mapping the contextual complexity of a site and adapting implementation accordingly is essential to enhance the likelihood of successful implementation. However, implementation also altered the surrounding context, stimulating changes within both teams.

By exposing the reciprocal relationship between team-level contextual factors and implementation, this research supports the improved design of implementation strategies through better understanding the interplay and mutual evolution of evidence-based healthcare interventions within different contexts.

As child abuse and neglect in childcare settings continue to occur, a quality childcare workforce is imperative. This paper aims to describe how an efficient and effective childcare Workforce Background Check system was developed and implemented to protect both children and childcare staff in the state of Michigan.

The user-centered design (UCD) approach was used in the creation and statewide implementation of a new acceptable and usable system, the Michigan childcare background check (CCBC) system. The authors conducted focus groups to obtain user feedback and performed several usability evaluations. This approach was used as guidance for the development process and to evaluate the concept designs for the web application that was created.

This paper discusses the overall process of implementing the CCBC program, focusing on successes, barriers and lessons learned in the planning, designing and execution phases. By May 2019, more than 92,069 background checks were conducted on personnel in 8,740 licensed childcare facilities across Michigan. Collaboration across stakeholders in different sectors facilitated the implementation of the new system, while structural barriers and stigma provided barriers to implementation.

Having individuals with various roles, abilities and technical expertise assist with the development and implementation of the system ensured the usability and acceptability of the new system by all types of users.

The general public expects childcare providers to ensure that their employees meet the highest professional standards. Developing effective, easy-to-use fingerprint-based criminal history background check systems to identify ineligible applicants and monitor current employees is one component of an overall strategy to promote child safety and minimize child abuse and neglect in the childcare environments.

This paper provides a practical example of how a CCBC system can be developed, implemented and scaled to be used statewide. This approach can be used by other states or other disciplines with a similar context.

As child abuse and neglect in childcare settings continue to occur, a quality childcare workforce is imperative. This paper shows how this study uses the UCD approach to create an acceptable and usable system and complete statewide implementation of a new Michigan CCBC program. This resulted in an efficient and effective Workforce Background Check system that is essential to protect both children and childcare staff.

The purpose of this paper is to identify and discuss some underdeveloped issues in Community of Practice theory and their practical implications for the study of the organization.

The paper shows that, in order to achieve this goal, first the blind spots are identified (such as power issues and the relation of the community with its environment) based on a literature review. Then, a case study is presented, carried out in a large Dutch organization (referred to as the Design Company), which designs and produces complex technology. The focus is on one community of practice (The User Interface Design Team) and the process of its development (internal and external) within a particular environment. The consequences of this development on the environment are examined. The methodology employed is mainly ethnographical observation and qualitative interviews.

The paper finds that the case study demonstrates the relevance of considering such concepts as power, conflict, and ideology in CoP theory. Enriched in this way, CoP theory can account for both the internal and external development of communities (in terms of empowerment), as well as the conditions that constitute a favorable context for such development. It can also explain how the bottom‐up process of change that was induced by the User Interface Design community takes place within the organizational life‐world.

The paper reveals that the insights provided by this research have the potential to enrich the body of knowledge surrounding CoP theory. The results of this research are considered to be useful for organizations that present similar conditions to the one presented in this case study.

The unknown current distribution (UCD), line leakage current density (LLCD) and other integral characteristics of a linear grounding structure (GS), shaped either as an arbitrary linear star (LS) or polygon (LP), are presented in this paper. The UCD of the GS is determined by numerical solving of system of integral equations of two‐potential (SIE‐TP). The GS is placed in homogeneous and isotropic earth and its integral characteristics are analysed in the power frequency domain.

This article illustrates the key findings from the economics literature on education investment, in particular the findings focused on early child investment. The article shows the impact of early investment, particularly evidence from experimental programmes on later life outcomes such as labour market performance and societal position. It demonstrates how investment in children is both an important investment for the child but also an important tool for economic and social policy.

This paper aims to investigate the extent to which social networking tools had an impact on academics’ patterns of informal scholarly communication in humanities and social science disciplines. Social networking tools, reinforced by proliferation and advances in portable computing and wireless technologies, have reshaped how information is produced, communicated and consumed.

A cross-institutional quantitative study utilized an online questionnaire survey sent to 382 academics affiliated with humanities and social science disciplines in two different academic institutions: one that belongs to a Western tradition of scholarly communication in Ireland, and the other to a developing country in Oman. Descriptive interpretation of data compared findings from both universities. Frequencies, percentages and means were displayed in tables to enhance the meaning of collected data. Inferential analysis was also conducted to determine statistical significance.

Overall findings indicate progressive use of social networking tools for informal scholarly communication. There is perceived usefulness on the impact of social networking tools on patterns of informal scholarly communication. However, nearly one-third of the respondents have never used social networking tools for informal scholarly communication. Institution-based data comparison revealed no significant differences on data except for few activities of informal scholarly communication.

Given that the number of study subjects was eventually small (total = 382) and that academics by their very nature are disinclined to respond to online surveys, results of the study may suggest non-response errors, and these may impact negatively on the acceptability of inferences and statistical conclusions. The results of the study are, therefore, unlikely to be useful for generalization, but they remain suggestive of a growing tendency among humanities and social sciences’ academics to use social networking tools for informal scholarly communication.

Empirical findings provide a broad understanding about the potential of social networking tools on informal scholarly communication in areas of humanities and social sciences disciplines. Multi-disciplinary investigation and qualitative studies may further deepen our understanding of the impact of social networking tools on patterns of scholarly communication.

The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.

A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.

Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.

To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.