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The school-to-prison pipeline is a term used to describe the pathway traveled by students from public schools to incarceration in secure juvenile detention and correctional programs. It begins with students who are marginalized by the education system because of their academic and behavioral issues. The pipeline leads from school failure and disciplinary exclusion to involvement with the juvenile justice system. Youth who are ethnic minorities (especially those who are African-American or Hispanic) as well as those with educational disabilities (especially those with learning and behavioral disorders) are significantly overrepresented in data sets representing key points along the pipeline (e.g., students with poor academic achievement, high rates of suspension, expulsion, and dropout) as well as their high rates of incarceration. From his personal perspective and experience with the juvenile justice system, the author attempts to explicate the pipeline, and to describe efforts to impact it positively.

The paper aims to develop a benchmarking framework to address issues such as supply chain complexity and visibility, geographical differences and non-standardized data, ensuring that the entire supply chain environmental impact (in terms of carbon) and resource use for all tiers, including domestic and import flows, are evaluated. Benchmarking has become an important issue in supply chain management practice. However, challenges such as supply chain complexity and visibility, geographical differences and non-standardized data have limited the development of approaches for evaluating performances of product supply chains. This industry-level benchmarking approach ensures that individual firms can compare their carbon emissions against other similarly structured firms.

Benchmarking has become an important issue in supply chain management practice. However, challenges such as supply chain complexity and visibility, geographical differences and non-standardized data have limited the development of approaches for evaluating performances of product supply chains. The paper aims to develop a benchmarking framework to address these issues, ensuring that the entire supply chain environmental impact (in terms of carbon) and resource use for all tiers, including domestic and import flows, are evaluated. This industry-level benchmarking approach ensures that individual firms can compare their carbon emissions against other similarly structured firms.

Supply chain carbon maps are developed as a means of producing industry-level benchmarks to set a measure for the environmental sustainability of product supply chains. The industry-level benchmark provides the first step for firms to manage the environmental performance, identify and target high carbon emission hot-spots and for cross-sectorial benchmarking.

The paper links the theoretical development of supply chain environmental system based on the Multi-Regional Input–Output model to the innovative development of supply chain carbon maps, such that an industry-level benchmarking framework is produced as a means of setting product supply chain carbon emissions benchmarks.

The purpose of this paper is to examine the dichotomy of radicalism and reformism in the corporate social responsibility (CSR)/sustainability literature, where the reform position is described as mainstream, where sustainability is delivered by governance mechanisms, regulation and planning, internalising costs, and redesigning industrial processes. Radical critiques of this position argue that reformists have “claimed” the CSR debate and therefore disempowered those who would bring about more fundamental changes. The alternative radical position is described as a countercurrent, an ecocentric approach requiring change in economic and political systems.

The paper reviews some of the thinking in this area to assess whether a truly radical position is possible to affect change or whether the forces of incrementalism allow gentle resistance to the status quo, which will be more effective in closing the sustainability gap.

The paper maps some of the models described within it to assess where each lies in the radical‐reformist continuum.

The findings should allow an assessment of the possibilities for CSR to become more radical in approach. However, this needs further empirical testing.

The mapping is an original contribution to the area.

Design thinking has become something of a buzz word in innovation discussions and has recently also invested occupied education spaces. In this chapter we briefly compare design thinking to problem-based learning (PBL) and enquiry-based learning (EBL) approaches to problem solving in education before focusing on the approach itself and current debates about its meaning and significance. This chapter focuses particular attention on the problem finding aspect of design thinking and its integration of creative methods for solving a range of tame to wicked problems in a variety of spaces. We ground our analysis in three environments of design thinking and five specific cases of application across education sectors from primary through to university. The examples focus on the generative potential of design thinking for all students and especially those from non-design disciplines. It is this capacity of design thinking to complement existing pedagogies and provide inspiration for change and innovation that is the strength of the model.

The purpose of this study is to use ecological footprint analysis (EFA) in an interdisciplinary graduate level course on sustainable development to better how education can facilitate learning and transform the perceptions and behavior of class participants.

This study uses an untreated control group research design with a pre‐test and post‐test to measure and explain the change in the EF of students enrolled in a graduate course on sustainable development taught at Texas A&M University in the spring of 2004. We uses the study test of means and multivariate regression analysis to make statistical conclusions about the degree to which education on sustainability affects the way students act and also to identify the major factors driving this behavioral change.

Results indicate that that graduate‐level education can significantly increase students' sustainable behavior as measured by their ecological footprints (EF) and that specific socioeconomic and proximity‐based variables contribute to this observed phenomenon.

This study provides insights into the effectiveness of teaching sustainable development courses at institutions of higher education by examining the change in specific EF components and identifying variables which help predict the change in EFs over the course of the semester.

This study uses an empirically‐driven, quantitative approach to understand the degree to which graduate‐level coursework on the topic of sustainable development transforms the perceptions and behavior of class participants.

Without effective support and intervention, young people with learning disabilities and severe challenging behaviour are at risk of placement in out-of-area residential settings or highly specialist child and adolescent mental health service (CAMHS) units. Such placements may be inappropriate and result in significant reductions to the quality of life of young people and their families. This paper aims to evaluate the effectiveness of the Bradford positive behaviour support (PBS) service model in terms of its aims to improve quality of life, develop skills and maintain children living with their families in their own homes.

A service evaluation using quantitative and qualitative data from a range of sources to review the effectiveness of the PBS model being applied in Bradford and Calderdale was the methodology used.

When consistently implemented, the Bradford positive behaviour support–in reach service may improve quality of life, facilitate skill development in young people and their carers and reduce placements in residential and CAMHS inpatient units. Avoidance of such placements is likely to reduce the overall costs of service commissioning in Bradford.

This paper evaluates a novel approach being applied by a third sector agency to implement effective PBS with a small group of children, their families and networks. There is scope for this model to be successfully implemented in other areas.