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This chapter explores the Three-Block Model of inclusive education, which is situated in the framework of Universal Design for Learning (UDL). The chapter demonstrates how the model informs both instructional design and social-emotional learning objectives focused on fostering community through celebrating diversity, and explores the essential role of parents as collaborators. Examples are provided of IEP development through shared examination of goals, strategies, and assessment, and of innovative learning processes and outcomes associated with incorporating parent involvement in children’s education.

The connection between women’s empowerment and health has been a growing concern among demographers and other social scientists, who theorize that empowering women – or enhancing their ability to define and make strategic life choices – will improve their reproductive health (Kabeer, 1999). The importance of empowering women became a central theme at the International Conference on Population and Development (ICPD) held in Cairo in 1994. The Cairo policy document codified the notion that women must be empowered in order for them and societies as a whole reach their reproductive health goals, including lowering fertility and population growth, stemming the spread of sexually transmitted diseases (STDs) and HIV/AIDS, and ensuring healthy pregnancy and delivery (Hodgson & Watkins, 1997; Sen & Batliwala, 2000).

The aging world population provides a unique opportunity for women and entrepreneurs to shape their long-lived futures. Women control the purchasing power and healthcare decisions in most families and, over the next few decades, will control most of the world’s wealth. Entrepreneurs will continue to create new platforms, products, and services for the two billion people who will reach age 60 by 2050. Yet, the future is not without challenges. Most products and services are designed around the family and the expectation that family members will be involved, even remotely, with the care of aging relatives. Family caregiving strains careers, health, and savings; planning for longevity is no longer an option but a necessity. The chapter provides rich detail about current innovators in the healthcare and eldercare ecosystems and offers specific guidance for navigating the aging journey successfully. Importantly, it highlights the role of women as entrepreneurs and innovative leaders in the longevity economy.

Why does bioethics need to be re-imagined? And what would a re-imagined bioethics look like and do? These questions are at the heart of this section. The bioethics enterprise in the United States has taken a very particular form, as many sociological commentators have pointed out. At the center of bioethics is autonomy as the dominant feature of the bioethics landscape. This emphasis on autonomy has its roots in American individualism, as well as the congruent history of bioethics and the civil rights movement in the United States. With autonomy at the center of the frame, many other features of the landscape loom large: attention to the individual as the epicenter of the bioethical dilemma, a concordant emphasis on rights, an enduring inattention to the social relationships in which individuals are embedded, the institutions that constrain individual action, and the social structures that channel individual lives, and, finally, the heavy weight accorded to the provision of information to enable patient-directed decision making as the ultimate ethical duty of the clinician. Relegated to the background – indeed more often than not barely visible on the far horizon – are welfare, care, justice, kin, culture, and society itself. While the sociological critique of bioethics for this peculiarly narrow and microscopic view is not new, the three chapters in this section prove that it remains as relevant as ever. More importantly, they demonstrate how expanding the borders of bioethics to encompass the social context actually affords us a stronger vantage point to assess the moral significance of our actions.

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

To underscore the significance of international health care management, we focus on three themes: the problem of global blindness; global health care challenges and opportunities; and learning from international health care management. The problem of global blindness highlights how health care managers’ inattentional blindness to competitors’ operational performance and market strategies lead to avoidable and expensive failures. To address global challenges and opportunities, health care organizations are employing two different strategies: (1) building and marketing a world-class health care facility internationally, and (2) organizing and integrating multinational health care operations. The first strategy exploits the medical-tourism market. The second strategy requires either multinational health care networks or transnational health care organizations. One of the lessons to be learned from international health care management is that an organization can create a meta-national competitive advantage. Another lesson is that by examining best practices from around the world, health care organizations can obtain new insights and become more innovative within their home markets. A corollary and third lesson is that while health care organizations can learn a great deal from examining international best clinical practices, sometimes the most important management lessons are lost in clinical translations. The fourth and last lesson is that worst cases – serious international management failures – offer perhaps the most valuable insights into the role of culture, complexity, and leadership for health care organizations.

The world community has long striven for the liquidation of chemical weapons of mass destruction. The 1925 Geneva treaty “On the Prohibition of the Use in War of Asphyxiating, Poisonous or Other Gases, and of Bacterial Methods of Warfare” was the first international accord on chemical weapons prohibition. Signed by 125 countries, the USSR ratified the treaty in December 1927. The later development of the “Convention on the Prohibition of the Development, Production, Stockpiling and Use of Chemical Weapons and their Destruction” (henceforth “the Convention”) followed this early step and was undertaken with Russia's active participation. The Convention was signed by the Russian Federation in January 1993 and ratified by the State Duma in November 1997 with the decision to end chemical weapons stockpiling by 2007. As a signatory, Russia accepted international responsibilities for solving many interrelated problems, paramount among them was the protection of people and the environment (The Convention…, 1994, item 4).

What is our unit of analysis and by implication what are the boundaries of our cases? This is a question we grapple with at the start of every new project. We observe that case studies are often referred to in an unreflective manner and are often conflated with geographical location. Neat units of analysis and clearly bounded cases usually do not reflect the messiness encountered during qualitative fieldwork. Others have puzzled over these questions. We briefly discuss work to problematise the use of households as units of analysis in the context of apartheid South Africa and then consider work of other anthropologists engaged in multi-site ethnography. We have found the notion of ‘following’ chains, paths and threads across sites to be particularly insightful.

We present two examples from our work studying commissioning in the English National Health Service (NHS) to illustrate our struggles with case studies. The first is a study of Practice-based Commissioning groups and the second is a study of the early workings of Clinical Commissioning Groups. In both instances we show how ideas of what constituted our unit of analysis and the boundaries of our cases became less clear as our research progressed. We also discuss pressures we experienced to add more case studies to our projects. These examples illustrate the primacy for us of understanding interactions between place, local history and rapidly developing policy initiatives. Understanding cases in this way can be challenging in a context where research funders hold different views of what constitutes a case.

Arsenic contamination in shallow groundwater aquifers in the lower Gangetic basin constitutes a major health hazard in the Bengal basin extended over Bangladesh and India. It has been estimated that at least 35 million people in Bangladesh and 6 million people in India are severely affected by arsenic-contaminated water. More so, about 57 and 9 million people in Bangladesh and West Bengal, respectively, are exposed to arsenic-contamination risk. The use of hazardous, arsenic-bearing groundwater for drinking, cooking, and irrigation in West Bengal and Bangladesh has led to what has been described by the WHO as the worst case of mass poisoning in human history. In case of West Bengal, the problem of arsenic contamination was discovered in the 1980s; since then several mitigation measures were adopted by the provincial and federal governments, community organizations, and NGOs. Yet, poor infrastructural arrangements, dire poverty, lack of awareness, and education increased the risk of arsenic exposure over the decades. In this chapter, an effort has been made to critically analyze the extent of mitigation measures adopted so far in the state of West Bengal. It discusses in detail the chronological responses of the provincial government in arsenic risk mitigation, implementation of adopted mitigation measures, and the consequent response and actions of arsenic-affected communities in West Bengal. The chapter also highlights the emerging challenges of arsenic risk mitigation in West Bengal and proposes a “system-based” framework for risk mitigation.