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The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology.

The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected.

Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced.

Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology.

A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition.

To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments.

This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.

Taking a self-determination theory (SDT) perspective, the purpose of this paper is to understand the socio-cultural context on the satisfaction of basic psychological needs for autonomy, competence and relatedness in the entrepreneurial activity of women entrepreneurs in Ethiopia.

Semi-structured in-depth interviews were conducted with 19 women entrepreneurs operating business in the formal sector of the economy in Addis Ababa. A thematic analysis approach was used to analyze and interpret the interview transcripts.

Women entrepreneurs experience autonomy-supportive and controlling socio-cultural contexts in their gender role, parent–daughter relationship, husband–wife relationship and their religious affiliation. Autonomy-supportive social agents provide women entrepreneurs, the chance to perceive themselves as competent and autonomous to exploit and choose opportunities and run their business in accordance with their personal values and interests. On the other hand, controlling social agents maintain and reinforce the existing male-dominated social and economic order. They constrain women’s entrepreneurial performance by undermining their basic psychological needs satisfaction, which limits their autonomous functioning and well-being in entrepreneurial activity.

To promote women’s autonomous functioning and well-being in entrepreneurial activity, policy should be aimed at reducing constraints to the satisfaction of psychological needs for autonomy, competence and relatedness in the socio-cultural context.

The study is the first to apply SDT to explore the influence of autonomy vs controlling socio-cultural contexts on satisfaction vs thwarting needs for autonomy, competence and relatedness in the entrepreneurial activity of women.

The purpose of this paper is to report the implementation and outcomes of the “Open Wings” project, a continuing effort to create a community of self-directed elementary school learners and to enhance their homonomy. Technology-enhanced international videoconference presentations resulted in both knowledge gains and attitude changes. These, in turn, inspired creative, collaborative interdisciplinary projects through which students demonstrated that they could embed themselves in contexts that contribute to homonomous identification and development.

Over the 2015-2016 school year, interactive international videoconferences were delivered to first and sixth grade classrooms in two elementary schools in Athens, Greece. Topics included a personal immigration story and responsible citizenship. Impact was measured quantitatively by a pre-test/post-test design that measured changes in knowledge and attitudes and qualitatively by student group projects at six stations inspired by e-reflect methodology.

Students demonstrated gains in factual knowledge and changes in attitudes toward immigrants and refugees. Individual and group work at each station revealed that they could plan, research, and present projects that demonstrated their personal sense of self and their place in the community.

With many in Greece directly affected by the economic crisis and an influx of refugees and immigrants, students feel they have no control over their lives and become fearful of outsiders. Even when resources are limited, innovative use of learning technologies can help educate students in the prescribed curriculum and guide them beyond hopelessness to see themselves as empowered individuals who can enrich their own lives and those of their communities.

Since the 1990s, Charlize Theron has appeared in films from a wide range of genres but has seen significant financial success from starring in action films, such as Mad Max: Fury Road (2015) and Atomic Blonde (2017). However, unlike some female action leads, she has not solely been defined or pigeonholed by these roles but has been able to transition between action roles and more ‘respectable’ dramatic roles, as well as the other conventions of female celebrity, such as being the face of advertising campaigns for perfume brands.

Theron has notably received several physical injuries during filming, such as breaking her teeth practising fight choreography during the production of Atomic Blonde. These injuries have frequently been added as part of the publicity campaign for the films and Theron's star image overall as signs of ‘authenticity’, leading these action films a sense of increased legitimacy. Tasker states that a female action star's ‘[public] formulation is indicative of the uncertainties generated by her image’ (1993, p. 14). Media attention is divided between focusing on Theron's physicality, both in the sense of the traditional Hollywood gaze and in terms of Theron's molding of her marketable image. Theron has managed to succeed as both a mainstream star and an action heroine. This has enabled Theron to transition between genres and franchises such as The Fate of The Furious (2017), and an Oscar-nominated dramatic role in the biopic Bombshell (2019).

This chapter will unpack the public persona of Charlize Theron as an action film star, exploring both the filmic texts and the presentation of Theron's often complicated and contradictory image in the media.

President, Charles S. Goldman, M.P.; Chairman, Charles Bathurst, M.P.; Vice‐Presidents: Christopher Addison, M.D., M.P., Waldorf Astor, M.P., Charles Bathurst, M.P., Hilaire Belloc, Ralph D. Blumenfeld, Lord Blyth, J.P., Colonel Charles E. Cassal, V.D., F.I.C., the Bishop of Chichester, Sir Arthur H. Church, K.C.V.O., M.A., D.Sc., F.R.S., Sir Wm. Earnshaw Cooper, C.I.E., E. Crawshay‐Williams, M.P., Sir Anderson Critchett, Bart., C.V.O., F.R.C.S.E., William Ewart, M.D., F.R.C.P., Lieut.‐Colonel Sir Joseph Fayrer, Bart., M.A., M.D., Sir Alfred D. Fripp, K.C.V.O., C.B., M.B., M.S., Sir Harold Harmsworth, Bart., Arnold F. Hills, Sir Victor Horsley, M.D., F.R.C.S., F.R.S., O. Gutekunst, Sir H. Seymour King, K.C.I.E., M.A., the Duke of Manchester, P.C., Professor Sir Wm. Osler, Bart., M.D., F.R.S., Sir Gilbert Parker, D.C.L., M.P., Sir Wm. Ramsay, K.C.B., LL.D., M.D., F.R.S., Harrington Sainsbury, M.D., F.R.C.P., W. G. Savage, M.D., B.Sc., R. H. Scanes Spicer, M.D., M.R.C.S., the Hon. Lionel Walrond, M.P., Hugh Walsham, M.D., F.R.C.P., Harvey W. Wiley, M.D., Evelyn Wrench.

This study aims to examine whether the internal locus of control, self-esteem and leadership self-efficacy can predict differences in self–other rating agreement on leader effectiveness. First, the authors predicted that the greater the internal locus of a leader the more their self-rating will be in agreement with others' rating of them (1a). Second, the authors proposed that the greater the self-esteem of a leader the more their self-rating will be in discrepancy with others' rating (1b). Third, the authors hypothesized that the greater the self-efficacy of a leader the more their self-rating will be in agreement with others' rating (1c).

To test the hypotheses, multisource data were collected from 128 banking leaders (who responded about different aspects of leadership self-efficacy, internal locus of control, self-esteem and leadership effectiveness) and 344 subordinates (who rated their leaders' effectiveness in performing leadership tasks).Multivariate regression was performed by jointly regressing both leaders' self-ratings and subordinates' ratings as a dependent variable on internal locus of control, self-esteem and leadership self-efficacy as predictor variables.

Self-esteem of a leader the more their self-rating will be in discrepancy with others' ratings.

The study tried to investigate the leader-subordinate dis(agreement) on leaders’ effectiveness taking banking leaders in the Ethiopian Context. The finding of the results is crucial and important for leadership development programs.

This chapter aims at providing insight into how social mixing plays out in the Transvaal neighborhood in Amsterdam — a neighborhood which has gone through various rounds of urban renewal — in the context of nationwide polarization between native-Dutch and Moroccan-Dutch.

This chapter is based on research with a neighborhood focus — daily interactions, urban renewal, and use of public space — which took place during 2007–2010. Methods used include participant observation, semistructured interviews, and focus groups.

The physical renewal implies renovating and pulling down social housing, and building new social or owner-occupier housing. This study provides insight into how residents of different ethnic and income backgrounds live together in the neighborhood, also taking into account the impact of social polarization at the national level.

By knowing how people with different ethnic and class backgrounds live together in Transvaal neighborhood, it contributes to the formulation of evidence-based policies for the improvement of social cohesion, livability, safety of the neighborhood, and social capital of local residents.

This study looks at social mix in the context of national-level social polarization between native-Dutch and Moroccan-Dutch. This creates a new viewpoint seen against how the general literature on renewal and social mixing tends to do two things: firstly it usually explicitly or implicitly is also a tenure mix strategy, and secondly the policy focus of the social mix is usually around class issues, that is, the mixing of poor social housing tenants with richer owners.

The Daily Dispatch publishes a letter from “ One of the Guard” at a war camp, who writes as follows:—