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Special Needs Assessment Procedures (SNAPs) are procedures which evaluate children who have diverged from – implicitly implied and/or explicitly stated – norms. In the course of such a SNAP, the child is evaluated by a diverging set of experts who ultimately determine the place and mode of schooling. As such, SNAPs can be read as manifestations of potentially excluding practices but also as temporal and cultural configurations concerning the very topic. By considering these (ever changing) temporal, cultural and geographical influences and understandings, SNAPs – as one aspect regarding inclusion and exclusion – can be read divergently. This chapter takes a closer look at SNAPs by firstly outlining their very structure and then presenting theoretical as well as empirical instances in which SNAPs violated their own logic or, in other words: SNAPs, as a mechanism of producing inclusion/exclusion, became divergently. Based on these incoherencies, the chapter later outlines potentially fruitful paths of future research.

This chapter addresses the question of what normatively binding claims can be associated with the principle of sustainability. It proposes a theoretical reading of justice that requires a new level of morality, namely a global (spatial), intergenerational (temporal) and ecological (material) extension of the scope of responsibility. This makes it plausible that responsibility for those who are distant in space and time, as well as for nature, becomes a matter of conscience. At the same time, it is shown how the binding claims resulting from the principle of sustainability can be internalised in the course of a conscience formation and how the gap between knowledge and action in questions of sustainable development can be closed by means of an emotional underpinning. Finally, it is proposed to transfer the question of conscience to spatial units and tourism through the model of ‘Destination Conscience’ and to institutionalise the idea of ‘inner commitment’ or self-commitment. One suggestion is the creation of committees that could be a collective ethical conscience for the future issues.

Health literacy (HL) is considered an important prerequisite for informed, self-determined health decisions. HL research among older migrants is scarce, but especially important, as older people face great challenges regarding management of chronic illnesses and, therefore, are in need of adequate healthcare. Therefore, this paper aims to report HL in the domain of healthcare (HL-HC) among older migrants in Germany stratified by different countries of origin.

Data were collected by a quota sample in North Rhine-Westphalia, Germany. Computer-assisted personal face-to-face interviews were conducted in German, Russian and Turkish. For this analysis, a subsample of 192 first-generation migrants aged 65–80 years from Turkey, Poland, Greece or Italy was drawn from the main sample (n = 1,000). HL-HC was assessed using a sub-index of health literacy survey European questionnaire 47. Data analyses comprised descriptive statistics, bivariate and multivariate analyses.

Overall, 68.6% of the older migrants have limited HL-HC, and mean HL-HC scores vary significantly among different countries of origin. There is great variation in reported difficulties for the single HL-HC tasks by migrant groups. In multiple regressions, country of origin, not German as main language, low functional HL and low social status are significantly associated with lower HL-HC.

Interventions should be aimed at smaller target groups and should consider language issues and possible differences related to countries of origin into account. Both individual skills and system-related aspects need to be addressed.

This paper presents first data on HL-HC among older migrants in Germany and its determinants, stratified by different countries of origin.

Comprehensive knowledge of the complicated physical behavior of the induction furnace with cold crucible (IFCC) is required to utilize the advantages of this melting aggregate in melting and casting chemically high‐reactive materials, like titanium‐aluminides (TiAl). Practical experiences show that the overheating temperature of the melt is decisive for the quality of the cast products. Therefore, a systematic analysis of the electromagnetic and in particular, the hydrodynamic and thermal behavior of the IFCC is carried out. The examinations of the influence of the construction elements as well as the process parameters on the temperature field and finally the overheating temperature in the IFCC are performed using specifically developed numerical models. The evaluation of the numerical results is done by experimental investigations, where aluminum serves as a model melt for the experimental determination of the thermal and hydrodynamic field of the melt. The analysis of the influence of construction‐elements on the overheating temperature is focused on the design of the crucible wall and the crucible bottom, on the height‐diameter ratio of the crucible and on the axial inductor position. The inductor current, the operation frequency and the crucible filling level are found to be very important for reaching a high overheating temperature.

Intimate partner violence (IPV) perpetrated by women is an infrequently discussed topic. The lack of knowledge about female perpetrators of IPV results institutionally in insufficient prevention training and discursively in inadequate appreciation of the women's realm. Thus, this chapter will examine the debates on female IPV in the area of tension between violence prevalence research and the gender-based approach in social sciences and shows that female IPV as a women's reality of life is not limited to resistance violence and is far more complex. By collecting data from 58 female IPV cases, the author develops a typology of female offenders of IPV. Case files documented by the counsellors at violenTia, a German counselling specialist working with women perpetrating violence in their partnership, were examined. The counsellors' notes in the case files were analysed by methods of the empirically grounded type construction, that is the notes were thematically coded and dimensionalised and the case files were grouped according to empirical regularities, followed by an analysis of the contexts of meaning, the type construction and the characterisation of the types constructed. As per the findings, four types (1–4) and one subtype (3′) of female IPV were developed. The main dimensions of the typology are the structure of violence (asymmetrical/symmetrical), the pattern of violence (systematic/situational), the agency of violence (who has the ability and capacity to use violence) and attribution of meaning to violence (for example, explanations and legitimisation). The author concludes that types of female offenders show strong external heterogeneity. A finding which is important for appropriate treatment settings. Female perpetrators often lack the words to describe violent behaviour and repeatedly have unprocessed trauma. Accordingly, to understand and prevent IPV, it is necessary to widen perspectives on female offenders without reducing them to traditional gender stereotypes.

Māori (Indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as New Zealanders of European descent. Addressing this problem is a particular challenge at tertiary level in science, engineering, and architecture and design (SEAD). Te Rōpū Āwhina (Āwhina), an initiative at Victoria University of Wellington (VUW), aims to produce Māori and Pacific professionals who contribute to Māori and Pacific development and leadership. The objective of this analysis was to summarise quantitative results from the first 11 years of Āwhina and to show they are consistent with an Āwhina ‘effect’; that is, a positive influence on (combined) Māori and Pacific success in the SEAD disciplines. Individual-level records held in the VUW student database were used to generate smoothed trends in SEAD and non-SEAD graduate and postgraduate degree completions since 1991. Substantial improvements in SEAD Māori and Pacific completions occurred between 1999 and 2010, including a 50%- increase in Māori and Pacific postgraduate completions relative to all SEAD postgraduate completions. In the same period, non-SEAD Māori and Pacific postgraduate completions increased at a similar rate to all non-SEAD postgraduate completions. Results were consistent with a strong Āwhina effect, which has important implications for the nature of tertiary institutions, their cultural and social disconnection with Indigenous and minority students, and their social obligations and responsiveness. This analysis did not account for students who did not complete a qualification or include key confounders such as entry qualifications and gender. Definitive confirmation of an Āwhina effect is the subject of ongoing research.

As fake news and other disinformation are spread primarily online and erode trust in experts and institutions, they challenge the role of librarians as information gatekeepers. Experts have advocated for libraries to educate the public to resist misinformation, yet libraries cannot assume sole responsibility for information literacy work. In this chapter, the authors explore several successful information literacy programs in Ukraine, whose fake news problems made global headlines in 2014, when the Russian annexation of Crimea was accompanied by a flood of crude but effective disinformation. The authors look particularly at the Learn to Discern programs established by the international non-profit organization IREX to foster information literacy using techniques grounded in interdisciplinary expertise and carefully evaluated through pilot studies and follow-up evaluations. These programs train instructors through workshops and provide them with materials. In the first program, aimed at the general public, many of the instructors were librarians, and library facilities were heavily used to deliver the public training. In the second program, information literacy was integrated into the public school curriculum and thousands of teachers were trained to deliver expertly designed materials for particular grade levels and subjects. The authors also consider the special challenges posed by the COVID-19 pandemic, both as a source for new forms of misinformation and as a disruptor of training previously delivered in tightly packed libraries and classrooms. These Ukrainian programs demonstrate the potential for fighting fake news and other misinformation on a scale far beyond what could be accomplished by individual libraries acting alone.

Higher education has seen an unprecedented amount of change in recent decades, with technological advancements impacting on the very essence of teaching and learning. As there are an abundance of digital tools available to educators, it can be a challenge to select the most appropriate online platforms to incorporate into the classroom. This chapter discusses the topic of digital storyboarding by providing a case study of how the author adopted the online platform Storyboard That to enhance student engagement and co-creativity within a UK higher education institution. The chapter debates the benefits and challenges of technology-enhanced learning as part of a blended approach, and concludes with advice for educators wishing to adopt digital storyboarding within their own educational context.