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It is probably well known to the majority of educated Englishmen that in the United States of America two kinds of Government exist side by side, and are jointly responsible to the people for the conduct of the external and internal relations of the Republic. These two forms of government are represented by the Federal Government and by the several governments of the different States of the Union.

Qualitative researchers have reflected on their role and position while conducting fieldwork in youth settings; yet, researchers have missed an important aspect of social identity – their own membership and status in higher education. As researchers coming from university institutions, we cannot ignore that we hold knowledge about and familiarity with higher education. Such knowledge can be helpful to a young person’s future, especially in the current period of expanding higher education. What dilemmas and issues emerge when considering the possible role of college coach in fieldwork with adolescents? I draw upon insights by feminist and activist scholars, as well as sociological work on institutional agents and college coaches, to discuss my encounters with African American students in a study of college counseling in a public high school serving urban students. I analyze my temporary and situated role as a college information source in a school with low counseling resources. In doing so, I push researchers to consider university status as a salient identity and point of negotiation in interactions with adolescents in the field.

The impact of developments in information technology upon the range of products which can be profitably marketed by financial services firms is here considered. Underlying the analysis is a conception of financial institutions such as banks as marketing inter‐mediaries, providing information and distributive services along with the financial products. Two routes are compared which are used by financial institutions to provide an expanded range of financial services: joint ventures and the financial supermarket. The strengths and weaknesses of both are examined.

The paper aims to draw on rational choice theory (RCT) to explore factors underpinning the decision by female entrepreneurs in Nigeria to enter self‐employment.

A survey research design involving the use of questionnaire and structured interviews to obtain primary data was adopted. Primary data pertain to 300 female entrepreneurs currently engaged in their businesses in three states within the south‐west of the country. A model developed from reviewed literature and multivariate logistic regression analysis was used to analyse data.

Findings suggest the significance of “educational” and “family” capital, an “internal” orientation to social recognition as well as an “external” environment characterised by deregulation of the economy. Results broadly conform to RCT theory postulates of rational behaviour.

Inter‐regional variances could not be addressed since the data are analysed in aggregate. Analysis of disaggregate data are required to study these differences and also those at the inter‐sector (manufacturing/services, etc.) levels.

Results from the study indicate that the government measures such as de‐regulation which may as yet be in small measures have started to work and that these should be continued. The government can go a step further and identify entrepreneurs with characteristics described in this paper and provide them with the requisite help to get them started on the entrepreneurship route.

The study makes a theoretical contribution by applying the lens of rational choice to this specific context. It also makes an original empirical contribution by focussing on an under‐researched group by examining the influence of personal, social, market and environmental factors on the probability of females becoming entrepreneurs.

Plans for encouraging apprentice training in development areas were announced in a Parliamentary answer by Mr Roy Hattersley, Parliamentary Secretary to the Ministry of Labour.

Mobile games and ICT-based mixed reality tools offer significant opportunities for tourism. This chapter reviews the existing literature in both these areas, and presents a novel way of combining games and virtual reality into an interpretive tool. As a complex, threatened marine ecosystem, Australia’s Great Barrier Reef faces significant interpretive challenges, and almost no new interpretive tools have been developed over the last 30 years. Here, the authors unpack the stages and interdisciplinary approach required to design the tool and highlight how it might fit within the broader scope of ICT developments in tourism. We outline areas of future research, with a particular focus on how ICT might contribute to making nature-based tourism more sustainable, by finding fun, innovative ways to engage tourists in the conservation of some of our most iconic natural assets.

The purpose of this paper is to investigate how horizontal collaboration aids organisations in responding to modern slavery legislation and in gaining a socially sustainable competitive advantage.

Action research has been conducted in the textiles and fashion industry and a relational perspective adopted to interpret five collaborative initiatives taken to tackle modern slavery (e.g. joint training and supplier audits). The primary engagement has been with a multi-billion pound turnover company and its collaborations with 35 brands/retailers. A non-government organisation and a trade body have also participated.

Successful horizontal collaboration is dependent on both relational capital and effective (formal and informal) governance mechanisms. In collaborating, firms have generated relational rents and reduced costs creating a socially sustainable competitive advantage, as suggested by the relational perspective. Yet, limits to horizontal collaboration also exist.

The focus is on one industry only, hence there is scope to extend the study to other industries or forms of collaboration taking place across industries.

Successful horizontal collaborative relationships rely on actors having a similar mindset and being able to decouple the commercial and sustainability agendas, especially when direct competitors are involved. Further, working with non-business actors can facilitate collaboration and provide knowledge and resources important for overcoming the uncertainty that is manifest when responding to new legislation.

Social sustainability improvements aim to enhance ethical trade and benefit vulnerable workers.

Prior literature has focussed on vertical collaboration with few prior studies of horizontal collaboration, particularly in a socially sustainable supply chain context. Moreover, there has been limited research into modern slavery from a supply chain perspective. Both successful and unsuccessful initiatives are studied, providing insights into (in)effective collaboration.

teachHOUSTON is a university-based secondary STEM teacher preparation program that addresses the critical need for highly qualified STEM teachers in Texas and across the country. STEM teachers are prepared through early and ongoing field-based teaching experiences and rigorous research-based instruction that integrates content and pedagogy provided by faculty members who have extensive teaching experience in public schools. teachHOUSTON serves the fourth largest city in the United States, along with its satellite communities and has many noteworthy features which are mapped in this chapter. Particular attention is paid to inquiry-based learning, student-centered instruction, and culturally responsive pedagogy as well as the improvements in the program based on the collaboration between physics and teachHOUSTON faculty.

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.