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One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling organisational environment. One form of this main task is using developmental interactions, like mentoring, as innovation leadership practices. A hackathon is one type of innovation contest with three designed phases: pre-hackathon, hackathon event and post-hackathon, involving multiple stakeholders with distinct roles, such as hackers and mentors. In a hackathon, the central activity of mentors is to support the hackers’ innovation process, especially in idea creation and concept development. The mentor role has not been focal in hackathon studies; thus, this chapter addresses the role, impact, and ways to acknowledge the mentors as an integral, contributing innovation leadership practice in hackathons. As an empirical study, this chapter presents the results of a public sector case in a Swedish multi-disciplinary municipality conducting intra-organisational hackathons in three different collocations. The chapter contributes to the literature on innovation leadership at the team level with mentorship in innovation contests in the public sector context by revealing the dual-role tension of innovation leadership in mentor activities in the hackathon event phase from both the hackers’ and mentors’ viewpoints, and the necessity of mentor-benefitting training in pre-hackathon phase.

The contribution explores the methodology, strategies and activities of inter-institutional partnership among university, school, territory initiated by the Degree Courses in Primary Education Sciences of the University of L’Aquila. It illustrates the experiences of an active partnership undertaken at the five-year, single-cycle Degree Course after the reform introduced in Italy by the law 249 of September 2010 aimed at encouraging local development in a national and international perspective (Bologna Process, 1999). These activities focus on the need to strengthen the cultural and professional profile of future teachers through curricular and extracurricular activities involving the use of cultural heritage goods, tangible and intangible, of the territory. The aim is to renew methodological approaches to ‘science teaching’ through the use of appropriate technologies that make it possible to realize the process of teaching-learning adequate to provide the multi-lettered of the XXI Century with sets of skills and knowledge more and more updated. The contribution focuses, in particular, on the project titled ‘Museum in … click! – Cognitive processes and new technologies applied to archaeological heritage in museums for cultural fruition qualitatively appreciable’. This project involved University, Superintendence of Archaeological Heritage (SAH) of Abruzzo and local schools in a partnership where teachers and students from schools of the territory were busy in direct training to build educational proposals and multimedia products for their peers to improve the quality of use of cultural goods involved. The project, funded by the Ministry of Cultural Heritage and Activities and Tourism – Ministero dei Beni e delle Attività Culturali e del Turismo (MIBACT), provides a good example of practices within a partnership model that feeds a teaching system where the different skills of the stakeholders interact inside a common cultural area pursuing the same goals.

Although numerous studies have examined alternative project delivery methods (APDMs), most of these studies have focused on the relationship between these methods and improved project performance. Limited research identifies how to successfully add these methods within architectural, engineering and construction (AEC) organizations. The purpose of this paper is to identifying organizational change management (OCM) practices that, when effectively executed, lead to increased success rates of adopting APDMs in owner AEC organizations.

Seven OCM practices were identified through a comprehensive literature review. Then, through a survey of 140 individuals at 98 AEC organizations, the relationships between OCM practices and organizational adoption of APDMs were established.

The findings indicate that OCM practices with the strongest relationship to successful APDM adoption are realistic timeframe, effective change agents, workloads adjustments, senior-leadership commitment and sufficient change-related training.

Adopting APDMs can be extremely difficult and requires significant organizational change efforts to ensure the change is a success. Organizations that are implementing APDMs for the first time should consider applying the OCM practices that this study identifies as most related to successful APDM adoption.

This study contributes to the existing body of knowledge by identifying the OCM practices that are most significantly associated with successfully adopting APDMs.

This chapter examines the definitions of bullying used by students and adults in elementary schools and the effects that these definitions had within the broader school culture.

I combine interviews with 53 students and 10 adults and over 430 hours of participant observation with fifth grade students at two rural elementary schools.

Definitions of bullying held by those in these schools typically differed from those used by researchers. Even when individuals held definitions that were in line with those used by researchers, however, a focus on identifying bullies rather than on behaviors that fit definitions of bullying contributed to a school culture in which negative interactions were normalized and student reports of these behaviors were discouraged.

This study is limited to two elementary schools in the rural Midwest and cannot be seen as representative of all schools. Support for my findings from other research combined with similar definitions and school cultures in both schools, however, suggest that these definitions and practices are part of a broader cultural context of bullying in the United States.

These findings suggest that schools might be better served by focusing less on labels like “bully” and more on particular behaviors that are to be taken seriously by students, teachers, staff members, and principals.

Although other researchers have studied definitions of bullying, none have combined these definitions with observational data on the broader school contexts in which those definitions are created and used.

This research aimed to describe and examine the effects of war followed by forced displacement on Syrian mothers and their children in terms of Reuben Hill's Family Stress Theory and identify essential elements to consider in social work practice with this population.

Semi-structured interviews were conducted with 19 Syrian mothers living in the United Arab Emirates (UAE). A thematic analysis at both a semantic and latent level was completed. A case study – “Noor” – was developed to offer insight into one Syrian woman's experiences and response to war-related stressors and displacement.

The findings from the analysis of the interviews and case study indicated that for Syrian families displaced by conflict the traumas of war were compounded by ongoing and multiple emotional and practical stressors, with ongoing experiences of “loss” being the significant stressor. Giving context to these findings highlights the demand and impost on the host countries, in this study, the UAE, to continue their significant humanitarian efforts to Syrian families.

These findings will assist social workers, humanitarian organisations and their staff and others working with Syrian families, to respond more effectively.

There is no research in evidence in the professional literature that addresses the effects of war on displaced Syrian families in terms of Reuben Hill's Family Stress Theory.

Diet therapy or nutritional therapy has become a real challenge in the fight against the increasing number of modern illnesses such as obesity, diabetes, cardiovascular diseases and cancers. The scientific community has recognized the importance of studies that will support or rebut the association of certain nutrition/energy inputs with the prevention and/or improvement of certain diseases. Patient counseling is offered by medical doctors, nutritionists and dieticians, but patients often seek additional sources of information from popular media that may not be adequately scientifically supported. Whose responsibility is it when the Diet Therapy is not an effective treatment and where does the consequent ethical and moral responsibility lie?

This chapter argues for the importance of a nutritionally educated scientist evaluating the diets that are seen to be related with the health improvement also excluding diets that are mostly related to the patients’ well-being as the Mediterranean, DASH (Dietary Approaches to Stop Hypertension), Ketogenic and Vegetarian diet. Diet guidelines are often explained with linguistic variables (as “reduce the input of” etc.) which can be differently perceived by the end user. The interpretation if a linguistic variable is presented using the body mass index categories using a bell-shaped curve. The preferable area fits to the linguistic variable “acceptable BMI.” But also are indicated those areas which are less preferable. Those examples of information interpretations show the necessity of knowledge transfer. The quantity of information presented in diet guidelines can be experienced as a great muddle for patients; leaving them not knowing where and how to start. So, remains the ethical and moral responsibility of all links in the chain of nutritional and diet research and recommendations. Only objective and open-minded recommendations based on the latest scientific facts can gain confidence of the social, economical, and political subjects which must put the well-being of the population uppermost in their mind.

In this chapter, I expand on ideas about assessment originally put forward by Federico Waitoller and I in recent articles about a curriculum design that cross-pollinates elements of Culturally Sustaining Pedagogy (CSP) and Universal Design for Learning (UDL). The purpose of our original work was to address the intersection of racism and ableism in education and to position disability as an identity worth sustaining at the intersection of other forms of difference such as race and national origin. I discuss problematic legacies with the ways in which assessments have functioned to stratify and sort people along racial and ability hierarchies, and place educators in powerful positions of appraisal with consequences for students' belonging and learning in schools. Finally, I articulate additional elements and features of assessment that is designed to counter these legacies while positioning Black, Indigenous, and students of color (BISOC) with disabilities as capable and knowledgeable, along with examples drawn from the literature on CSP, UDL, and research methods for data collection with students with disabilities and diverse racial memberships and communicative repertoires.

Pupils identified with SEND represent a significant proportion of the school community, comprising four children (on average) in every classroom. Yet, evidence suggests a wide variation in provision and common instances of pupils’ learning and mental health needs being missed or not being identified accurately. Criticism has also been directed at the dominant attention afforded to academic targets at the expense of mental health needs. This chapter explores the experiences of pupils with SEND, specifically youth with 22q11.2 deletion syndrome (22q11.2DS). Our case study charts a participatory action research (PAR) project designed to identify the unique issues facing pupils with 22q11.2DS and gaps in mental health and wellbeing support. A PAR approach recognises children and their families as the experts in issues affecting them and aims to capture their authentic ‘voice’. While educators are aware that pupils with SEND have been disproportionately affected by the pandemic, there remains an urgent need to strengthen support in schools with appropriate training and resources for staff, which this case study underlines.