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Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Patient handoffs involve the exchange of information between health professionals accompanying a transfer of responsibility for, or control of, a patient. Concerns over the safety risks of poor handoffs have resulted in regulatory pressure to standardize practice and considerable growth in research. But handoffs involve more than information transfer, and their consequences for health care organizations extend beyond the safety of patients. Using an organization theory lens, we review the literature on handoffs and propose a framework that characterizes handoffs as multifunctional, situated organizational routines. We also identify implications for researchers and hospital policymakers. Standardization and improvement efforts run the risk of causing unintended problems if they overlook the complexity of handoff and the larger organizational functions it serves. Deepening our understanding of the multifunctional, situated nature of handoff can lead to improvement efforts that not only safeguard individual patients, but also enhance the capabilities of the larger health care organization.

This research probes the nostalgic influence of place attachment and the associated sociodemographic traits which modify environmental attitudes. The study site is a nostalgic campus from one of the most established universities in Taiwan, which has over a 100-year-long history. According to the 382 questionnaires collected, the study observes that several sociodemographic traits could affect environmental attitudes. Further, the perceived place attachment toward a historical campus under investigation positively impacts the respondent's environmental attitudes. In particular, the two subdimensions of cognition and the perceived importance of the place significantly affect the environmental attitude. This study renders valuable insights on what attributes are able to alter the environmental attitude of nostalgic seekers. Consequently, partitioners can efficiently redesign/reshape a historical place for passive leisure pursuits promoting environmental consciousness using the resultant data.

As a consequence of the global financial and economic crisis, the European Commission recently reformed the audit market. One objective was to restore public trust in the auditing profession and thus to enhance the audit function. This study investigates whether perceptions of auditor independence and audit quality are influenced by audit firm rotation, auditor retention and joint audits, because regulators argue that these instruments can improve auditor independence and audit quality. Therefore, we conduct an experiment with bank directors and institutional investors in Germany. The results indicate a negative main effect for joint audits on perceived auditor independence, and that a rotation cycle of 24 years marginally significantly impairs participant perceptions of audit quality, compared to a rotation cycle of only ten years. Besides the main effects, planned contrast tests suggest a negative interaction between rotation and joint audit on participant perceptions of auditor independence. Moreover, a negative interaction effect is revealed between rotation after 24 years and retention on perceptions of audit quality. It is particularly noteworthy that we failed to identify a positive impact of the regulatory measures taken or supported by the European Commission on perceptions of auditor independence and audit quality.

A review of techniques used in industry showed that there is an absence of a formalised, systematic approach to earthworks planning. The techniques used tend to be subjective and time consuming with a heavy reliance given to the experience and knowledge of the planner. This absence of a formalised technique can lead to inaccurate planning and makes explanation of the techniques difficult. This paper describes the development of a new automated approach for use by the planners to generate earthworks activities that overcomes such limitations. As well as creating activity sets in a much shorter time, the ability to compare various sets allows the planner more scope when planning earthworks. The model is able to generate activity sets that are comparable to those generated by a project planner.

Purpose – The purpose is to explore public participation as a means to overcome jurisdictional barriers in governance of trans-boundary wildlife management issues.

Methodology/approach – We present one model, defining six philosophical approaches to public participation, then examine relationships between these approaches and traits of stakeholder communities, revealing three distinct governance paradigms: top–down governance, public input, and public engagement. These paradigms illustrate that the different approaches represent fundamentally different types of participation, not simply varying amounts of participation. Using case studies from the United States, we demonstrate how some state, federal, and local government institutions have successfully applied public input and public engagement models of governance to suburban white-tailed deer management. While both models can be used effectively, certain approaches may be preferable to others depending on specific management context, public participation goals, and target publics.

Findings – Public input approaches appear better suited to addressing complex problems and communities of interest, while public engagement approaches may better resolve wicked problems that affect communities of place. Future research is needed to clarify the relationship between success of governance paradigms and contextual considerations.

Originality/value of chapter – The chapter goes beyond many existing approaches to public participation and governance and presents interesting findings related to exurbanized and protected areas in the USA.

This chapter examines the barriers to reentry for justice involved young people in the US and Australia from the perspectives of the 44 Australian and 14 US stakeholders who work with them. The interviews were analyzed using inductive content analysis to identify key internal and external barriers. Results suggest a need for improvement in the areas of collaboration among systems, family engagement, and student self-determination. The discussion focuses on the similarities and differences in the barriers that exist across nations and systems. Implications for future research, practice, and policy are included to improve transition services and supports for juvenile justice involved youth.

We review the literature on stress in organizational settings and, based on a model of job insecurity and emotional intelligence by Jordan, Ashkanasy and Härtel (2002), present a new model where affective responses associated with stress mediate the impact of workplace stressors on individual and organizational performance outcomes. Consistent with Jordan et al., emotional intelligence is a key moderating variable. In our model, however, the components of emotional intelligence are incorporated into the process of stress appraisal and coping. The chapter concludes with a discussion of the implications of these theoretical developments for understanding emotional and behavioral responses to workplace.

This paper aims to focus on the attempts to implement the challenges of teaching enterprise to science and engineering students by the embedding approach chosen by the White Rose Centre for Enterprise (WRCE), one of the centres formed under the Science Engineering Challenge in the UK.

WRCE's objective was to have departmental science and engineering staff teach enterprise modules as part of their overall departmental teaching and to have such modules integrated into the course provision. The WRCE approach emphasized the value of giving students some real life or simulated “real” experience and of developing a strand or track of enterprise through the years of the course.

The general propositions of WRCE are reviewed in the light of the outcomes in a number of departments, but most specifically within the Department of Mechanical Engineering at Sheffield, which would claim to be one of the most successful departmental interventions of WRCE. Whilst good examples of embedded modules exist, the successful results in Mechanical Engineering appear to depend on the appointment of non‐traditional staff, the integration of enterprise in a track broader than enterprise and leadership of that track that has the confidence and resource to deliver its agenda in part using external rather than internal teaching.

The embedding of enterprise learning into an engineering curriculum and a mechanical engineering degree program in particular, is discussed from the perspective of the programme leadership, the sponsoring body and the implementing instructor.