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Contemporary literature reveals that, to date, the poultry livestock sector has not received sufficient research attention. This particular industry suffers from unstructured supply chain practices, lack of awareness of the implications of the sustainability concept and failure to recycle poultry wastes. The current research thus attempts to develop an integrated supply chain model in the context of poultry industry in Bangladesh. The study considers both sustainability and supply chain issues in order to incorporate them in the poultry supply chain. By placing the forward and reverse supply chains in a single framework, existing problems can be resolved to gain economic, social and environmental benefits, which will be more sustainable than the present practices.

The theoretical underpinning of this research is ‘sustainability’ and the ‘supply chain processes’ in order to examine possible improvements in the poultry production process along with waste management. The research adopts the positivist paradigm and ‘design science’ methods with the support of system dynamics (SD) and the case study methods. Initially, a mental model is developed followed by the causal loop diagram based on in-depth interviews, focus group discussions and observation techniques. The causal model helps to understand the linkages between the associated variables for each issue. Finally, the causal loop diagram is transformed into a stock and flow (quantitative) model, which is a prerequisite for SD-based simulation modelling. A decision support system (DSS) is then developed to analyse the complex decision-making process along the supply chains.

The findings reveal that integration of the supply chain can bring economic, social and environmental sustainability along with a structured production process. It is also observed that the poultry industry can apply the model outcomes in the real-life practices with minor adjustments. This present research has both theoretical and practical implications. The proposed model’s unique characteristics in mitigating the existing problems are supported by the sustainability and supply chain theories. As for practical implications, the poultry industry in Bangladesh can follow the proposed supply chain structure (as par the research model) and test various policies via simulation prior to its application. Positive outcomes of the simulation study may provide enough confidence to implement the desired changes within the industry and their supply chain networks.

The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education at a university in South Texas. In this Self-Study of Teacher Education Practice (S-STEP) research, the authors investigated how teachers can transform their practice and come to value their students’ abilities to interpret literature. They engaged the teachers in projects using quality children’s literature. The projects were carried out by graduate inservice teachers teaching Spanish/English bilingual students studying at different grade levels. Some teachers taught along the Texas/Mexico border and others taught in a large metropolitan school district in central Texas. The authors used their analysis of the inservice teachers’ projects as data to inform their own practice as teacher educators. In the first project, the bilingual teachers engaged their students in exploratory talk that allowed them to bring their backgrounds and experiences into discussions of what they read. The second project challenged the teachers to consider the importance of the images in high-quality illustrated children’s books. The teachers asked their students to read the images and expand their understanding of the books by considering more than the words in the texts. In the final project, the teachers guided their students through Ada’s stages of creative dialogue using children’s literature. The authors describe the projects in detail and give examples from four different teachers showing what they learned about teaching children’s literature and how they changed their perspectives about what their emergent bilingual students could do. Although only four teachers are highlighted, they are representative of students taking the course and engaging in the projects over three different semesters.

Purpose – The purpose of this study was to understand how, if at all, backchanneling technology supported an early career English teacher’s facilitation of literary discussions in his 10th grade classroom. Although emerging findings from studies of backchanneling in teaching contexts have illustrated its potential power, little attention has been given to how teachers learn to use the tool or reimagine their pedagogical roles as they use backchanneling for instructional purposes.

Design/Methodology/Approach – Discourse analyses of 16 face-to-face (frontchannel) and online (backchannel) transcripts of discussions exposed how participants used these two venues to interact simultaneously around a literary text. Methods from Nystrand’s (2002) dialogic discourse analysis isolated each teacher interjection in the contexts of each discussion.

Findings – The teacher used the backchannel to probe for elaborated student responses and model dialogic discourse moves. The teacher’s behind-the-scenes support limited his participation during frontchannel discussions, allowing for open discussion among students without the teacher’s consistent interjection, which disrupted the initiation-response-evaluation discourse structure that is pervasive in US schools.

Practical Implications – Although backchanneling technology can be used to archive records of students’ participation that could be useful for assessment purposes, the teacher’s skillful capacity to negotiate two discussions at once reconstituted his role during the discussion from facilitator to a fellow reader with his students as they explored meaningful questions that literature provokes – a less obvious and potentially more powerful affordance of this digital tool for instructional purposes.

Transcription is an integral component to qualitative research, and as such, the ways that researchers discuss transcription in the literature matter. Scholarly discussions on the “how” and “why” of transcription not only shape discourse within interview data-based fields; they inform the ways that researchers understand the roles and ramifications of transcribing. This study aims to provide a comprehensive literature review of articles on transcription published in qualitative methods journals over the past 25 years, offering implications for research practice and pedagogy.

The literature review asked: How do qualitative researchers discuss transcription/transcribing? The authors first reviewed how transcription was discussed in the literature in qualitative studies in the social sciences broadly. Based on the findings, the authors then conducted a comprehensive literature review in 14 qualitative methods journals.

The authors found that overall, authors discussed transcription either as a technical tool or as a complex, researcher-constructed process. Specifically, utilitarian discussions of transcription emphasized transcription accuracy and efficiency, while theoretical discussions of transcription emphasized a continuously analytic and researcher-constructed process.

This study offers a comprehensive overview of the past 25 years of articles published on transcription. The authors conclude with a discussion of articles that bridge the theoretical and utilitarian discussions, as well as considerations for using transcription as a pedagogical tool for teaching qualitative research methods.

This project was designed to study situated literacies, using New Literacy Studies (NLS) in a community school and included five distinct, progressive phases. This chapter reports on the Preparatory Phase. We led in-service sessions to share insights for student-centered instruction from a constructivist perspective with faculty members whose experience with literacy instruction had primarily been reflective of the skills-based paradigm. The focus of the first phase was to prepare the teachers to employ literature circles to revitalize literacy instruction and achievement. During this first year of this longitudinal study, teachers began gradually introducing constructivist methodologies into their literacy instruction and discussing them with us in the in-service sessions. All aspects of this project emphasized synergistic collaboration, featuring community building and collaborative sessions with teachers. Literature circles with high-interest literature by indigenous authors enhanced the learning activities and mini-lessons prepared teachers and their students for this exploration. In-service sessions laid the foundation for the project, and these sessions provided opportunities for ongoing collaboration. As we invited teachers and administrators to participate in constructivist pedagogical approaches featuring literature circles, we emphasized collaborative discussions to determine the most beneficial books, materials, and pedagogical strategies for students. Teachers and students experienced the power of synergistic collaboration as they explored engaging literature and shared their schema in meaningful discourse. This experience revitalized literacy achievement as students became more engaged in learning, and teachers noted the impact of their enthusiasm for learning. Students and teachers have experienced the power of synergistic collaboration while reading and writing during literature circles. Connecting culture and literacy with the power of synergistic collaboration invariably increased the learners’ engagement with and enjoyment of reading, writing, speaking and listening. This research-based design can serve as a template for incorporating cultural heritage into literacy education for all who educate indigenous students.

The purpose of this paper is to explore how three young women of color responded with “outlaw emotions” to the novel Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz in a literature discussion group. This paper considers how readers respond with outlaw emotions and how responses showed emotions as sites of control and resistance. The aim of this paper is to help English language arts (ELA) teachers construct culturally sustaining literature classrooms through an encouragement of outlaw emotions.

To examine how youth responded with emotion to Aristotle and Dante, the author used humanizing and ethnographic research methodologies and conducted a thematic analysis of meeting transcripts, journal entries from youth and researcher memos.

Analyses indicated that youth responded with outlaw emotions to Aristotle and Dante, and these responses showed how youth have both resisted and been controlled by structures of power. Youth responses of supposed “positive” or “negative” emotion were sites of control and resistance, particularly within their educational experiences. Youth engaged as a peer group to encourage and validate outlaw emotions and indirectly critiqued emotion as control.

Although many scholars have demonstrated the positive effects of out-of-school book clubs, there is scant research regarding how youth respond to culturally diverse literature with emotion, both outlaw and otherwise. Analyzing our own and characters’ outlaw emotions may help ELA educators and students deconstruct dominant ideologies about power, language and identity. This study, which demonstrates how youth responded with outlaw emotions and gave evidence of emotions as control and resistance, shows how ELA classrooms might encourage outlaw emotions as literary response. These findings suggest that ELA classrooms attempting culturally sustaining pedagogies might center youth emotion in responding to literature to critique power structures across the self, schools and society.

The purpose of this paper is to explore the major drivers behind the choice of centralising versus decentralising warehousing locations from a small‐ and medium‐sized enterprise (SME) perspective. Previous literature has investigated this solely from a large company perspective.

An in‐depth literature review was carried out and, in addition, a single case study was conducted in order to investigate the issue at hand. A Danish medium‐sized do‐it‐yourself (DIY) retailer was chosen, as this company faced the challenge of deciding between centralisation vs decentralisation of its warehousing structure.

The paper has two findings: existing literature does not deal with the difference between SMEs and large companies when speaking of centralised vs decentralised warehousing; and the difference between SMEs and large companies with regard to centralised vs decentralised warehousing lies in the fact that SMEs generally have scarcity in competences and fewer resources, have fewer advantages of economies of scale in a centralised setting, and, finally, have fewer management resources to carry out a centralisation project.

It is a limitation of this research that a statistical generalisation is not possible. Therefore, the findings in this paper might not be applicable for all SMEs.

When speaking of centralising vs decentralising warehousing, SMEs should be aware that different drivers are at play when compared with larger companies.

Research in supply chain management and logistics has not addressed the consequences of warehousing structure from an SME perspective.

Transport is the European Union (EU) sector that produces the second highest amount of greenhouse gas emissions. In its attempts to promote the environmentally sustainable development of transport, the EU has focussed on intermodal transport in particular – but with limited success. It is important to understand how freight transport is selected, which criteria are used and what role environmental sustainability and intermodal transport play in the selection. Therefore, the purpose of this paper is to focus on the role of environmental sustainability and intermodal transport in transport mode decisions. The authors look at this issue from the perspective of logistics service providers (LSPs) and buyers, as they are important stakeholders in guiding this process.

To gain a holistic view of the current state of research, the authors have conducted a systematic literature review of the role of environmental sustainability and intermodal transport in transport mode decisions. The authors have further examined the findings concerning requests for quotations (RfQs), tenders and transport contracts, as these are also linked to decisions on transport choice.

The findings from the literature review include the results of descriptive and structured content analysis of the selected articles. They show that the discussion on environmental sustainability and intermodal transport as a sustainable mode, together with the transport mode selection criteria, RfQs/tenders and transport contracts, is still a rather new and emerging topic in the literature. The main focus related to the selection of transport mode has been on utility and cost efficiency, and only recently have issues such as environmental sustainability and intermodal transport started to gain greater attention. The findings also indicate that the theoretical lenses most typically used have been preference models and total cost theories, although the theoretical base has recently become more diversified.

There is still a need to extend the theoretical and methodological base, which could then lead to innovative theory building and testing. Such diverse application of methodologies will help in understanding how environmental sustainability can be better linked to mode choice decisions.

The findings will be of interest to policy makers and companies opting for environmentally sustainable transport solutions.

If the EU, shippers and LSPs take a more active stance in promoting environmentally sustainable transformation models, this will have long-lasting societal impacts.

It seems that this systematic literature review of the topic is one of the first such attempts in the current body of literature.

This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools.

The authors studied current children’s and young adult literature with representation of SEB differences to develop a three-dimensional model for educators. The authors synthesized interdisciplinary fields to provide educators guidance for planning, teaching and assessing student learning using such books.

The 3-D Model: Disrupting Deficit Dialogues with Literature (3-D model) is a framework that educators can use to evaluate SEB differences representation in books, deliver instruction that supports students’ critical thinking and assess student gains in literacy and social–emotional learning. This tool helps educators develop inclusive, interdisciplinary instruction, embedding social–emotional learning competencies in literacy lessons that disrupt deficit dialogues about SEB differences.

While other frameworks exist for evaluating books portraying characters with differences, they are not solely focussed on the assets of children with social/emotional/ behavioural differences. The 3-D model supports interdisciplinary instruction to meet mandated standards, incorporating concepts from disability studies in education into multicultural education. There is little research or guidance for educators in this field. However, challenging assumptions about disability and societal norms foregrounds possibilities for change as a foundation of multiculturalism.

This paper aims to explore drivers of the effectiveness of risk assessments in risk workshops.

This study uses an agent-based model to simulate risk assessments in risk workshops. Combining the notions of transactive memory and the ideal speech situation, this study establishes a risk assessment benchmark and then investigates real-world deviations from this benchmark. Specifically, this study models limits to information transfer, incomplete discussions and potentially detrimental group characteristics, as well as interaction patterns.

First, limits to information transfer among workshop participants can prevent a correct consensus. Second, increasing the required number of stable discussion rounds before an assessment improves the correct assessment of high but not low likelihood risks. Third, while theoretically advantageous group characteristics are associated with the highest assessment correctness for all risks, theoretically detrimental group characteristics are associated with the highest assessment correctness for high likelihood risks. Fourth, prioritizing participants who are particularly concerned about the risk leads to the highest level of correctness.

This study shows that by increasing the duration of simulated risk workshops, the assessments change – as a rule – from underestimating to overestimating risks, unraveling a trade-off for risk workshop facilitators. Methodologically, this approach overcomes limitations of prior research, specifically the lack of an assessment and process benchmark, the inability to disentangle multiple effects and the difficulty of capturing individual cognitive processes.