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This paper considers business and enterprise education through the lens of theatre and the creative arts, and identifies new pathways towards an interdisciplinary way of supporting the young innovators of the future, placing higher education as a central catalyst. Following a review of key criticism directed at traditional business and management approaches in the academy, the article problematizes the notion of experiential enterprise education in the curriculum and poses the question as to where and when students are afforded the opportunity to fail. Through an autoethnographic account, the key themes of authenticity, risk and failure, experiential approaches and embeddedness are presented. There is an urgent need for further and higher education institutions to develop a much more holistic and interdisciplinary approach to developing entrepreneurship in their students. These institutions are currently perpetuating pedagogical hypocrisy in that they preach productive failure while practising assessment success. An effective 21st-century approach would champion risk-taking and productive failure, place processes over outputs and acknowledge the important role of the post-course curriculum.

Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.

Social inclusion and wellbeing are a fundamental human right and intimately connected with the right to reside in a country. For refugees and migrants this takes on multiple and new forms as digital experiences increasingly wrap every part of our being. It can refer to maintaining social capital through shared digitally mediated conversations and images with friends and relatives in the homeland. It can also be about producing and accessing digital information and learning resources that can support social inclusion and wellbeing in the new country. In this paper, we explore how digital learning resources developed in the Erasmus+ ReGap project ("Reducing the Educational Gap for Migrants and Refugees") can support the desire to be socially included and to experience a sense of wellbeing. A key finding is that in creating such resources as digital stories, refugees and migrants, who are co-producers and users of these stories, experience social inclusion and a sense of wellbeing. The paper proposes an innovative set of indicators to measure the success of the online learning resources developed.

Aedes aegypti continues to spread globally and remains a challenge to control, in part due to its 'cryptic behavior' in that it often deposits eggs (oviposits) in larval habitats that are difficult to find and treat using traditional methods. Auto-dissemination strategies target these cryptic breeding sites by employing mosquitoes to deliver lethal doses of insecticide. This report describes the initial field trials of an application known as Autodissemination Augmented by Males (ADAM), utilizing A. aegypti males dusted with pyriproxyfen (PPF). Findings presented here are drawn from both caged and field trial studies. Together, these trials examined for the ability of A. aegypti males to disseminate PPF and to impact field populations. PPF-dusted males were able to effectively deliver lethal doses of PPF to oviposition sites under the conditions tested. Results from field trials in Florida and California demonstrated reduced A. aegypti populations in treated areas, compared to areas where PPF-treated males were not released. These results indicate that the release of PPF-dusted A. aegypti males can impact A. aegypti populations as measured by both reduced larval survival and lower numbers of adult female A. aegypti. We propose the ADAM approach as an addition to existing mosquito control techniques targeting A. aegypti and other mosquitoes that utilize cryptic larval habitats.

What is the meaning of inclusive education in Indonesian Muslim Schools? Relatively little is known outside of the country itself about the effect of adopting international curricula such as Cambridge Assessment and their equivalents? This domestic-facing internationalisation is worth considering as a signifier of inclusive education and raises the question of identity: Islamic, Indonesian and global – what does it mean to be included in the country as a citizen and to have accessible, quality education? How does it impact upon تَرْبِيَة (tarbiya); an educational term meaning active student participation in their own education, the experience of flourishing and lifelong learning? What is Indonesia trying to achieve? It would be a simple truism to conclude that an inclusionary strategy based on adopting a Western system has been beyond the reach of families who cannot afford to send their children to private schools who look favourably on international curricula. This contribution takes a critical look at the issue of social justice and its effect upon تَرْبِيَة (tarbiya) in the Indonesian education ecosystem. Experiences of Muslim parts of this system suggest multiple signifiers of inclusive education that might translate to global debates in other educational ecosystems. [ABSTRACT FROM AUTHOR]