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If the bibliographic apparatus is the measure of a discipline's maturity, anthropology has come of age. Anthropology now has at least one entry in nearly all of the standard library reference formats — abstracts, annuals, atlases, dictionary‐encyclopedia, directories (to serials, biographical information, and academic departments), guides to the field, handbooks, indexes, library catalogs, and literature reviews. Some titles do not pigeon‐hole neatly into these categories, and some are beginning efforts, but it is important to know that they do at least exist.

The article seeks to show that companies should and can build winning cultures.

A total of 365 companies in Europe, Asia and North America were surveyed for links between financial out‐performance and winning culture. Three dozen high performers were analyzed in in‐depth case studies; one from each region that has transformed its culture is presented.

Findings were that building a winning culture – which fewer than 10 per cent of companies succeed in doing, despite broad recognition that culture provides the greatest source of competitive advantage – requires five key steps: setting expectations, aligning leaders, accountability for delivery, organization‐wide consistency and communication/celebration. Winning cultures tend to display six key behaviours: high aspirations, external focus (customers and competitors), attitude of ownership, bias to action, valuing collaboration and striving for the exceptional. These can be measured through the daily performance of the company's front line.

By definition, out‐performance is rare, but further insights into winning cultures may result when the survey of companies is extended to new regions, such as Latin America.

Practical implications are the winning culture key behaviours, key building steps and performance measurement identified. The article also shows that challenges and even crisis can help, rather than hinder, the transformation of a corporate culture into a winning one.

The article will help focus company leaders on the opportunity and challenges in building a winning culture. It identifies the key behaviours of winning cultures, key steps in building them, and how to measure their progress. It should be of value to all management levels from the chief executive to front‐line staff.

To examine the relationship between behavioural intentions and preparing for bushfire hazards and to test the hypothesis that intentions can inform how people reason about their relationship with environmental hazards.

Survey data were collected from 280 residents in high bushfire risk areas and analysed using multiple regression analysis. Semi‐structured interviews were conducted with a theoretical sample drawn from those who completed the survey. Data were analysed using grounded theory analysis strategies using the ATLAS.ti data analysis programme following the procedures for open, axial, and selective coding.

The analyses demonstrated that preparedness intentions reflect the outcomes of different ways of reasoning about their relationship with bushfire hazards and that “preparing” and “not preparing” represent discrete processes. Each outcome was supported by different attitudes towards preparing and by different predictor variables.

Preparing and not preparing for natural hazards should be conceptualised as separate processes and additional research into their origins and precursors is required.

Separate risk communication strategies are needed to counter reasons for “not preparing” and facilitate “preparing”. Strategies should accommodate the attitudes and beliefs that underpin these outcomes. To facilitate sustained preparedness, strategies should assist people to negotiate issues required to arrive at a decision to adopt protective measures.

Provides novel insights into the relationship between people and natural hazards. It identifies a need to re‐think how risk communication strategies are developed and delivered.

In this chapter, I reflect on the past, present, and future of gender and education research, policy, and practice in the context of the field of comparative and international education. Points of discussion include who comprises the gender and education professional community, common challenges, shifting development paradigms and terminology (i.e., from Women in Development to Gender and Development), the historical roots and trajectory of the field in terms of research, policy and practice, and future directions, including new topics, approaches, and methods.

The purpose of this essay is to evoke meaningful debate regarding the actual and desired impact of CIE on the lived cultures and daily challenges of teachers and their students, and whether academe has an obligation to ameliorate and transform these conditions. In doing so, the essay questions the true value of scholarship and its role in the attainment of effective and sustained educational transformation through greater access to quality education for all children worldwide. Reflecting on previous scholarship which considered the role of academic-practitioners and the need to create research that directly impacted the lives of teachers and students in the academic “trenches,” this essay asks academics to consider whether their scholarship contributes more to the improvement of their curricula vitae or to the improvement of lives in school. To this latter end, the essay provides suggestions for the development of more effective and impactful scholarship designed for the educational “trenches,” and concludes with reflections on the necessity for this work to reflect Freire’s challenge to ameliorate, emancipate, and empower the learner.