This chapter explores recent literature focused on teacher inquiry in Professional Development Schools (PDSs). The first part of the chapter surveys the conceptual history of teacher inquiry, considering the contributions of teacher education researchers and national organizations. The next part of the chapter identifies some of the many different approaches to teacher inquiry that are found in PDS work. To better understand the role of teacher inquiry in PDSs, the chapter presents a review of recent articles about teacher inquiry published in the journal of the National Association for professional development schools, school–university partnerships. The review tabulated and described articles that focused on each of four aspects of teacher inquiry in PDSs: types of support for teacher inquiry, categories of teacher inquiry, how teacher inquiry supports student learning, and the frameworks and structures of teacher inquiry. The chapter concludes with a discussion of what can be learned from this review and about potential future avenues for scholarship surrounding teacher inquiry.

Dehumanization involves the representation of social targets, often social outgroups, as falling short of the ideal human – as “lesser” beings. Not surprisingly, dehumanization has been associated with violent behaviour in theorizing, especially the notion that dehumanization leads to violence by loosening moral restraints. Here we discuss how dehumanization is assessed in the psychological literature, contrasting classic and contemporary conceptualizations. We review research not only on dehumanization as a precursor to violence, but also on how violence can be a precursor to dehumanization, and how dehumanization and violence might reciprocally reinforce one another. We briefly distinguish dehumanization of extremists from dehumanization by extremists before discussing the latest findings on meta-dehumanization (the perception that others dehumanize us) as factor in perpetuating extreme violence. Lastly, we consider implications for policymakers and intervention strategists based on this review of the empirical literature

The role of poverty in violent extremism is best explained by moving away from reductionism and adopting a “from societies to cells” perspective. We explain terrorism, an important kind of violent extremism, by using the metaphor of a staircase to terrorism, which proposes the conditions in which there is an increased probability of individuals moving up the staircase, and eventually participating in terrorist actions on the final floor. Each floor of the staircase is characterized by particular psychological processes, but common to all these experiences is the primacy of subjectivity. While actual material conditions do not explain individual propensities to climb up the staircase to terrorism, feelings of relative deprivation and injustice increase the probability of this action. Although social class and poverty do not explain individuals moving up the staircase, they do influence the location of terrorist specializations on different levels of the staircase. Terrorist specializations have been ignored, but they are of vital practical importance. Nine different terrorist specializations are identified, and a schematic representation is presented, locating the specializations on the staircase to terrorism. Implications for policymakers and practitioners are discussed.

The rise in the use of AI in most key areas of business, from sales to compliance to financial analysis, means that even the highest levels of corporate governance will be impacted, and that corporate leaders are duty-bound to manage both the responsible development and the legal and ethical use of AI. This transformation will directly impact the legal and ethical duties and best practices of those tasked with setting the ‘tone at the top’ and who are accountable for the firm’s success. Directors and officers will have to ask themselves to what extent should, or must, AI tools be used in both strategic business decision-making, as well as monitoring processes. Here we look at a number of issues that we believe are going to arise due to the greater use of generative AI. We consider what top management should be doing to ensure that all such AI tools used by the firm are safe and fit for purpose, especially considering avoidance of potential negative externalities. In the end, due to the challenges of AI use, the human component of top corporate decision-making will be put to the test, to prudentially thread the needle of AI use and to ensure the technology serves corporations and their human stakeholders instead of the other way around.

This chapter explores the multifaceted role of gender within extremist ideologies and examines manifestations of masculinity, femininity, and misogyny in various extremist contexts. It shows how different scholarly approaches explain the ways in which gendered narratives shape recruitment, radicalization, and participation in extremist activities. Different explanations of male violence emphasizing the sociocultural construction of masculinity within extremist milieus is discussed and the notion of the “manosphere” and its subcultures like incels is introduced thereby showing how online spaces foster misogynistic ideologies that can escalate into violence. Furthermore, the roles women play within extremist groups, from active participation in violence to providing crucial support functions, are also highlighted. Finally, the implications of gender dynamics for prevention efforts are discussed. Ultimately, the chapter advocates for a nuanced understanding of gender dynamics to inform more effective prevention strategies and policymaking in the fight against violent extremism.

We consider why people use political violence from the perspective of whether they wish to enforce group dominance or equality and whether they perceive the current intergroup power structure to be legitimate or illegitimate. The intersection of these desires for group dominance vs. equality and perceived system legitimacy vs. illegitimacy captures the possibility of four different goals of political violence: to maintain the current social hierarchy, to reduce inequality among groups, to maintain the structure of group-based dominance but with a new group in the hegemonic or subordinate position, or to keep an otherwise oppressed group in a dominant position to protect it from further harm. We contend that using violence to attempt to accomplish any of these power motives is political violence, and that differentiating political violence according to these four underlying motives is essential for developing informed intervention strategies. Furthermore, rather than defining certain forms of political violence as “extremist” in reference to “norms” that may not be shared, or with respect to whether violence is performed by governmental actors or their agents (vs. against them), we define extremist violence as being outside specified principles, such as human rights and international humanitarian law, regardless of the actor

The advent and momentum gained by Generative AI erupted into the EU regulatory scene signalling a significant paradigm shift in the AI landscape. The AI Act has struggled to embrace the eruption and extraordinary popularity of Generative AI and managed to provide for specific solutions designed for these models. Nonetheless, there are legal and regulatory implications of Generative AI that may exceed the proposed solutions. Understanding the paradigm shift that Generative AI is likely to bring will allow us to assess the sufficiency and adequacy of the measures adopted and to identify possible shortcomings and gaps in the current EU framework. Generative AI raises specific problems in the compliance of AI Act obligations and in the application of liability rules that have to be acknowledged and properly addressed. Multimodality, emergence factor, scalability or generality of tasks may mismatch the assumption underlying the obligations and requirements laid down for AI systems. The chapter explores whether the current ecosystem of existing and still-to-be adopted rules on AI systems does fully and adequately address the distinctive features of Generative AI, with special consideration to the interaction between the AI Act and the liability rules as provided for the draft AILD and the revPLD.

School principals play a critical role in developing and nurturing effective school–university partnerships (SUP). This is especially true in community school contexts, a type of SUP where public schools benefit from partnerships with community resources. To provide a more nuanced understanding of the leadership skills required for principals to do partnership work, the purpose of this chapter was twofold: (1) to describe what is known about the role of principals engaged in partnership work, and (2) to provide examples from the authors’ own research on how school principals can advance partnerships, especially with universities, to foster an effective SUP. Implications for school principals and university partners are discussed, as are challenges school principals encounter when attempting to advance sustainable SUPs. The chapter concludes with policy and practice considerations for school and university leaders.

Teacher residencies are an important component of university-district partnerships and often grow out of a desire to ensure students have equitable access to quality teachers. However, it is critical to consider how problematic roots and rationales for teacher residencies alongside questionable implementation practices may position these programs to perpetuate the very inequities they claim to push against. This chapter reviews the evolution of teacher residency programs in the context of educational equity and outline how guiding documents and associated research position teacher residencies in relation to notions of educational equity and where these aims diverge. We end with our freedom dreams (Kelley, 2020) for ways forward as a love letter to teacher residency program providers and to residents themselves, as we encourage readers to locate themselves and their work in these histories and contemporary implementation practices so that we may dream up more just ways forward in teacher residency work.

The purpose of this chapter is to examine the role of leadership in designing school–university partnerships (SUPs). Four fundamental concepts of design science are discussed: (1) wicked problems, (2) design principles, (3) design thinking, and (4) pilot testing. These concepts can be applied to three different types of SUP design opportunities: governance, professional development, and clinical experiences. Successfully leading the design process requires an understanding of the value of design, the skills needed to lead the process, and a vision for the power of design. Design leadership is illustrated through a hypothetical example.

Generative artificial intelligence has a long history but surged into global prominence with the introduction in 2017 of the transformer architecture for large language models. Based on deep learning with artificial neural networks, transformers revolutionised the field of generative AI for production of natural language outputs. Today’s large language models, and other forms of generative artificial intelligence, now have unprecedented capability and versatility. This emergence of these forms of highly capable generative AI poses many legal issues and questions, including consequences for intellectual property, contracts and licences, liability, data protection, use in specific sectors, potential harms, and of course ethics, policy, and regulation of the technology. To support the discussion of these topics in this Handbook, this chapter gives a relatively non-technical introduction to the technology of modern artificial intelligence and generative AI.