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Defining features of the American corporate apex have evolved in recent decades from a modest classwide coherence to a more dispersed amalgam of company-focused management and then to greater director engagement in company leadership. The rise of institutional investing had moved executives and directors to focus more on the specific interests of their own firms and less on their common concerns. More recently, the nation’s borders that have long defined its business elite have been giving way to an elite-ness transcending those boundaries. While the classwide sinews of the American business elite are diminishing within the United States, we find evidence that they have at the same time been strengthening with other national business elites to create a transnational informal network with a modicum of global coherence.

The paper argues that the form, structure and ideologies of elites are embedded in particular forms of capitalism. Whilst elites in these different societies are engaged in a common task of ensuring that their position is sustained and protected in the light of economic and political uncertainties, the way in which they are able to do this is shaped by the particular forms of legitimation, coordination and cohesion that are embedded in particular institutional trajectories, path dependencies and complementarities. However, the paper emphasizes that these institutional structures are dependent on particular international economic orders and when these change either over the short or the long term, elites often find themselves struggling to maintain their position without significant changes. The paper examines firstly how the long-term change from Keynesianism to neo-liberalism in the international economic order led to changes in the terrain on which elites in different countries formed and exercised power and secondly how the immediate and drastic short-term changes in the global economy arising from the financial crisis has impacted on elites.

Inclusion, state mandated achievement tests, current instructional materials and practice and the academic needs of an increasingly diverse student population have converged necessitating an in-depth review of instructional strategy research accomplished with students with mild disabilities. After confirming the value of social studies content this chapter provides context for the exploration of instructional strategies for social studies instruction by first investigating research on social studies textbooks, teacher use of these texts and some student characteristics that make using these materials difficult. Background and implications of mandated assessments and the inclusion movement is provided. A review of intervention strategy research concludes with a discussion on the implications for instruction. Suggestions on how to embed strategies into ongoing daily instruction are provided.

Since the late 1970s, Stanford-based research and researchers have been absolutely central to the field of organizational studies. Cohen, March, and Olsen's “A garbage can model of organizational choice,” Meyer and Rowan's “Institutionalized organizations: formal structure as myth and ceremony” (1977), Hannan and Freeman's “The population ecology of organizations” (1978), Pfeffer and Salancik's “The external control of organizations” (1978), and Scott's “Organizations: rational, natural, and open systems” (first edition, 1981) defined distinctive perspectives that shaped and continue to shape the scholarly conversation. It is hard to underestimate the influence of these authors and of the many other students of organizations who have taught and/or been trained at Stanford.

This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).

The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses.

Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions.

This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.

School-wide positive behavior support (PBS) is a systems approach to prevention and intervention involving multiple levels of support. At the universal level (all students), prevention of behavior problems involves four very basic steps that are repeated with smaller numbers of students and greater intensity as directed by data. The first step is the prediction of problems or failures. To the extent to which we can predict a problem by time, location, student, and other contexts, we have the information to prevent. Prediction leads directly into the second step, which involves the development of effective prevention practices. The key to effective prevention is to approach all problems from an instructional perspective by considering what needs to be taught and how the environment can be arranged to increase the probability of success. The third step involves creating consistency with prevention efforts. Instructional efforts that are inconsistent are not effective in teaching new behavior. The last step involves development of the simplest way of monitoring performance so that those students who are not responding (i.e., are falling through the screen) may be quickly identified. This chapter describes the key features of effective universal systems as they are specifically related to the prevention of behavior problems and provides an overview of how such systems are developed, implemented, and sustained.