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Cross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently.

Data from interviews (n = 20) and questionnaires (n = 114) were used to test hypotheses concerning volunteer mentors' perceptions of their role and abilities, as well as motives for participation. According to cross-cultural theories, Scottish mentors should be more likely to identify mentoring with establishing friendly relationships with mentees and promoting youth self-empowerment. They should also be more self-confident and value-driven as volunteers.

Despite the mixed support for the assumptions concerning how the mentor role is conceived, Scottish mentors were less likely than Italians to doubt their abilities and more driven by other-focused and generative concerns.

The study reveals significant variations in how volunteers from countries featuring different welfare regimes and cultural orientations experience mentoring. The research advances the understanding of how culturally sensitive approaches can foster mentors' engagement.

The purpose of this paper is to problematise the dominant conceptualisation of entrepreneurship by recognising the everyday resistance inherent in mundane entrepreneurial practices. Its principle purpose is to show how entrepreneurial activities enacted by ordinary individuals in a marginalised and oppressed context can be an important means of resisting economic adversity, social marginalisation and political (colonial) domination.

Framed within de Certeau’s conceptualisation of the practices of everyday life, this study utilises a “focussed ethnography”, relying on “participant observation” and “informal interviews”, to explore the perceptions and experiences of Palestinian women street vendors, and how they use everyday entrepreneurial practices in the open-air market of the Old City of Jerusalem to become socially and politically empowered.

The arguments in this paper demonstrate how marginalised Palestinian women, who are equipped with a genuine critical vision of their reality and a biophiliac attitude, use entrepreneuring to enact new possibilities for themselves and for their families. Through their entrepreneurial act of street vending, these women exemplify a struggle against economic and socio-political constraints, transforming the act of entrepreneuring from a mere economic practice to an all-encompassing human project, one with a more human face.

This paper extends the argument for the complex and dynamic nature of the phenomenon and exposes its political nature, hitherto inadequately addressed in existing literature, as well as uncovers the potential of entrepreneurialism to enhance individual empowerment and contribute to meaningful social change. In addition, it addresses the need for scholarly work that focuses on the everyday entrepreneurial activities carried out by ordinary individuals experiencing various forms of oppression in new and challenging spaces, which are seldom acknowledged within the dominant theoretical and research frameworks.

In an aeroplane driven by engines providing a pair of adjacent, side‐by‐side rcarwardly directed jet blasts, a fairing on said aeroplane positioned between the paths of said blasts and having opposite surfaces closely adjacent the extent of the paths of said blasts, said fairing having a vertical portion thereof movably supported on a vertical pivot at the forward edge of said portion, means for moving said portion laterally into the path of one or the other of said blasts to create a lateral deflexion thereof, said vertical portion being divided vertically to define two panels, and means to separate said panels to move one of said panels into the path of one of said jet blasts and the other of said panels into the path of the other of said jet blasts, to deflect said blasts laterally and in opposite directions.

These details and drawings of patents granted in the United States are taken, by permission of the Department of Commerce, from the ‘Official Gazette of the United States Patent Office’. Printed copies of the full specifications can be obtained, price 25 cents each, from the Commissioner of Patents, Washington, D.C., U.S.A. They are usually available for inspection at the British Patent Office, Southampton Buildings, Chancery Lane, London, W.C.2.

An air braking system for an aeroplane comprising a coned fairing extending rearwardly from a trailing edge of said aeroplane, said fairing rearwardly terminating in a truncation area of substantially circular cross section, a shaft extending rearwardly from the centre of said truncation area, a coned tip on the end of said shaft having a basal forwardly facing area of substantially circular cross section greater in diameter than that of said shaft and less than that of the truncation area of said fairing, a hub mounted to rotate freely on said shaft adjacent the truncation area of said fairing, a plurality of propeller blades mounted on said hub, said blades being foldable rearwardly outside of said shaft with the tips of said blades adjacent the basal area of said tip to form with said hub a generally coned streamline contour between said fairing and said tip, and means for moving said blades outwardly from said folded position to a position intersecting the airstream over said fairing for free rotation thereby.

This chapter provides a look at the experiences of two Teacher Educators in the Field (TEFs) as they work to shift writing instruction in suburban districts across the Houston metroplex. A review of the literature on most promising practices for literacy educators is provided along with narrative interspersion of restoried enactments of TEFs in public education systems serving students in grades 6–12. Our planned and lived experiences were often dissonant due to the complexity of increasingly diverse demographic populations in fast-growing districts who struggled to shift the focus of instruction in correlation to audience. Our stories present focused reflection on the need for additional supports geared toward teacher development, TEF retention, and consistent engagement from campus and district-level administrators.

This chapter discusses why employees keep their knowledge to themselves. Despite managers’ best efforts, many employees tend to hoard knowledge or are reluctant to share their expertise with coworkers or managers. Although many firms have introduced specialized initiatives to encourage a broader dissemination of ideas and knowledge among organizational members, these initiatives often fail. This chapter provides reasons as to why this is so. Instead of focusing on why individuals might share their knowledge, however, we explain why individuals keep their knowledge to themselves. Multiple perspectives are offered, including social exchange, norms of secrecy, and territorial behaviors.

Purpose – This narrative inquiry explores one teacher educator's curriculum making process (Connelly & Clandinin, 1992) to elicit teacher candidates' emotional and analytic engagement with multicultural education.

Approach – Three semesters of fieldnotes, from one teacher educator's planning and execution of a blended learning format multicultural teacher education course, with face-to-face classes and asynchronous instruction through technology, document her struggles to create a blended learning curriculum model that explicitly addresses ways to impact teacher candidates' dispositions toward multicultural issues.

Findings – The inquiry raises hopeful questions about the possibilities of using stories and technology in a multicultural teacher education blended learning delivery setting. Additionally, the inquiry highlights fruitful tensions involved in making space for the stories of teacher candidates from both nondominant and dominant culture to become part of the curriculum of the class.

Research implications – Narrative inquiry's application as an empirical research method in the field of multicultural education is demonstrated. Highlighted particularly is the capacity in narrative inquiry methods to document places of tension and inclusion in multicultural teacher education.

Value – Awareness of the potential of storied ways of approaching diversity and the benefits of negotiating the tensions involved are of value to teacher educators exploring curriculum making in a blended learning format. Blended learning is reconceptualized beyond the blending of face-to-face and technologically mediated class sessions to include a notion of blending planned and lived curriculum and public and private learning opportunities.

This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.