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The purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.

The authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).

The guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.

The authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.

This chapter considers how higher education has enticed and interacted with corporations. This chapter explores how higher education behaves, in the aggregate, with a set of external partners, including businesses. It concludes with a discussion of how higher education should behave, given its external partners, in the modern context in which it finds itself. Discussion topics in this chapter include expectations of external partners; tactics to attract and retain business engagement and support; and internal organization by higher education to address corporate relations, ethics, and effective strategic planning. The Network of Academic Corporate Relations Officers' (NACRO) ideas and models are discussed. A set of guiding principles focused on Strategic Corporate Alliances by the American Association of University Professors (AAUP) is highlighted.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

Educating students with disabilities in the same classrooms and instructional environments as their natural neighbors and peers (i.e., inclusion) is a promise of significant substance and value for many special educators. When federal legislation mandated that students with disabilities receive a free and appropriate education in least restrictive environments, at least in principle, the schoolhouse doors were opened for all students. In this chapter, we provide a brief historical review of efforts to educate students with disabilities in inclusive environments and provide direction for what we believe are important practices for creating high-quality inclusive learning environments.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

As one rewinds the clock to the early days of the twenty‐first century, it can be quite surprising to realise how much the consumer landscape has changed from what it is today. This paper aims to introduce the special issue and attempts to take stock of the last decade and reflect on the transformation of key areas of the changing marketplace and its impact on consumption.

A critical and integrative appraisal of emerging issues in consumer marketing is used to develop a framework for reviewing the relationship between demand‐side and supply‐side trends in the consumer landscape.

In reviewing major developments and trends of the last decade, the paper argues that the consumption landscape now operates in a rapidly changing environment that can be characterised as both turbulent and disruptive. These major shifts are emerging from the physical environment, technological innovation and the transformation of major markets. In all these scenarios, significant events are being experienced which disrupt the ways in which consumers behave and a retrospective of the first decade underscores several of these major shifts.

All of the papers included in this special issue have used one or more methods of inquiry based on conceptual, qualitative and/or quantitative approaches and open up fascinating avenues for future research in areas such as social marketing, branding, anti‐consumption, co‐creation, and social networking to name a few.

The last decade saw a great deal of attention given to social marketing and tackling the “dark side” of marketing to selected groups, often identified as vulnerable consumers. In other cases, such as with “anti‐consumption”, consumers totally avoid consuming certain products which, as a result, may have negative consequences not only for them but for the whole of society such as is the case with the avoidance of vaccination.

This paper is a unique examination of the last decade and its impact on consumer marketing backed up by a collection of strong contributions in emerging areas such as anti‐consumption, social networking, health promotion and addictive products, consumer co‐creation, sustainability and fair trade, branding and multicultural markets.

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.