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Creating and managing an effective classroom management and discipline system in today’s urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.

The basis of 'I’ll See You in Court' Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.

This classroom management text is using a legal framework in order to catch the reader’s attention, and to get the reader and in turn, classroom students, to understand that just as 'societal management' has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. 'I’ll See You In Court' is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.

Creating and managing an effective classroom management and discipline system in today’s urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.

The basis of 'I’ll See You in Court' Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.

This classroom management text is using a legal framework in order to catch the reader’s attention, and to get the reader and in turn, classroom students, to understand that just as 'societal management' has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. 'I’ll See You In Court' is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.

Disasters have a widescale impact with drastic consequences on human lives, especially those who are marginalised by the wider society. Proposing a fresh approach towards analysing the politics of disasters, climate change and climate justice, 'Natural’ Disasters and Everyday Lives explores the relationship between citizens, the State and the society in the context of the Global South’s highly underdeveloped areas.

Drawing on both theoretical frameworks and lived experience, this is the first book to document the lives of people affected by floods in the Barak Valley, a flood prone area in Southern Assam, which is also one of the most underdeveloped regions of South Asia. Narrating the fear and perils of living in an underdeveloped area in India during natural disasters, Suddhabrata Deb Roy draws from interviews conducted in Silchar, the largest and most developed urban settlement in the Barak Valley, during the floods of 2022 – the worst flood in the region in over 100 years – and during 2024 to expose the processes through which the people of the region suffer from developmental negligence and socio-political apathy. Examining the intersections of natural disasters and marginality, the author relates Marx’s ideas on humanism, nature, alienation and economic development to ideas around climate justice, marginalisation and urbanisation, taking into context the contradictions posed by factors such as class, caste, gender and race in highly underdeveloped regions in India.

Recognising that these issues are addressed quite differently in the Global North, Deb Roy connects flooding in northeastern India to the context of the broader politics surrounding climate change and climate justice in the Global South, making this book important and powerful reading for countering today’s climate emergency.

Over the past three decades, guidance on the selection of art in hospitals has suggested realistic art that depicts soothing and comforting images such as tranquil waters, green vegetation, flowers, and open spaces. Based on these findings, curators have been cautioned to avoid art with uncertain meaning that risks upsetting viewers in stressful states. However, some hospitals exhibit ambiguous or abstract art and cite anecdotal evidence of its appropriateness for healthcare settings. More recent research is going beyond anecdotal evidence, and indicates that the ambiguity of meaning in abstract compositions can have positive effects.

'Purpose-built' Art in Hospitals is built on an international study of artwork in hospitals around the globe. Exploring 'purpose-built' (specially commissioned) artwork in hospitals through the dual lens of an artist and healthcare professional, Rollins identifies 15 specific 'purposes' of visual artwork in hospitals and presents a compelling case for their use that is grounded in research. The book builds the reader's understanding of the many functions of artwork in hospitals, with the goal of encouraging greater variety in art offerings to better serve the many diverse needs of patients, families, visitors and staff within the hospital environment.

Over the past three decades, guidance on the selection of art in hospitals has suggested realistic art that depicts soothing and comforting images such as tranquil waters, green vegetation, flowers, and open spaces. Based on these findings, curators have been cautioned to avoid art with uncertain meaning that risks upsetting viewers in stressful states. However, some hospitals exhibit ambiguous or abstract art and cite anecdotal evidence of its appropriateness for healthcare settings. More recent research is going beyond anecdotal evidence, and indicates that the ambiguity of meaning in abstract compositions can have positive effects.

'Purpose-built' Art in Hospitals is built on an international study of artwork in hospitals around the globe. Exploring 'purpose-built' (specially commissioned) artwork in hospitals through the dual lens of an artist and healthcare professional, Rollins identifies 15 specific 'purposes' of visual artwork in hospitals and presents a compelling case for their use that is grounded in research. The book builds the reader's understanding of the many functions of artwork in hospitals, with the goal of encouraging greater variety in art offerings to better serve the many diverse needs of patients, families, visitors and staff within the hospital environment.

‘Rough sex’ has been at the forefront of criminal law in recent years following several high-profile murders of women killed during alleged consensual sex ‘gone wrong’, leading to widespread calls for reform to prevent the use of what has been termed the ‘rough sex defence.’ Situated in a global context in which violence against women is one of the leading preventable contributors to death and illness for women aged 18–44 worldwide, this timely collection examines the rough sex defence and responds to some of the wider debates around sex and the law.

Drawing on a range of empirical and theoretical standpoints, chapters delve into a range of topics including the female experience of ‘unwanted’ slapping, choking and spitting during sex, the BDSM community, the impacts of pornography, the normalization and sexualization of violence against women, early depictions of BDSM involving the eroticization of non-consensual relations, problematic perceptions of BDSM as inherently violent, and more.

Bows and Herring expertly collate a wide-reaching mix of perspectives to contribute to a powerful feminist investigation of this critical issue. It is a compelling read for scholars interested in the intersection of sex, the law, and the criminal justice system.

‘Rough sex’ has been at the forefront of criminal law in recent years following several high-profile murders of women killed during alleged consensual sex ‘gone wrong’, leading to widespread calls for reform to prevent the use of what has been termed the ‘rough sex defence.’ Situated in a global context in which violence against women is one of the leading preventable contributors to death and illness for women aged 18–44 worldwide, this timely collection examines the rough sex defence and responds to some of the wider debates around sex and the law.

Drawing on a range of empirical and theoretical standpoints, chapters delve into a range of topics including the female experience of ‘unwanted’ slapping, choking and spitting during sex, the BDSM community, the impacts of pornography, the normalization and sexualization of violence against women, early depictions of BDSM involving the eroticization of non-consensual relations, problematic perceptions of BDSM as inherently violent, and more.

Bows and Herring expertly collate a wide-reaching mix of perspectives to contribute to a powerful feminist investigation of this critical issue. It is a compelling read for scholars interested in the intersection of sex, the law, and the criminal justice system.

Declining global male fertility rates has generated increased attention on male fertility in recent years. Simultaneously, individualised responsibility for health has been growing. Fertility and lifestyle have therefore become seemingly intertwined.

Esmée Sinéad Hanna and Brendan Gough examine men’s experiences of fertility and lifestyle practices, exploring personal experiences of the role of lifestyle in the quest for conception as well as the broader promotion of ‘lifestyle’ within both clinical and online material as a key aspect for ‘improving’ male fertility. Through the exploration of male fertility and lifestyle factors and their modification we examine the growth of healthism around infertility, the role of neoliberalism within this and how this intersects with masculinity. Using a new notion of liquid masculinity, we explore the fluid nature of societal and personal perspectives on the male infertility experience. In doing so we offer new insights into the now accepted idea that ‘sperm’ is malleable and that fertility controllable through personal choices, despite their being limited scientific evidence for such claims.

The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017).

This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017).

This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students.

The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students.

The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.

We live in evolving societies that undergo profound and rapid transformations, and trust and reputation are at risk in a dynamic, disruptive, and uncertain world. How issues are approached in public relations and communication management will determine the future of the field and practice. In this complex scenario, going back to the basic elements of public relations – people and relationships – when managing communications is more important than ever before. (Re)discovering the Human Element in Public Relations and Communication Management in Unpredictable rethinks what it means to put the person at the center of the organization’s decisions.

The chapters explore different aspects of how public relations and communication management address the challenges of change in unpredictable times, while considering the human element and the people behind communication. The research was selected from a large number of peer-reviewed contributions to the 2021 Annual Congress of the European Public Relations Education and Research Association (EUPRERA), hosted by Universidad de Navarra in Spain.

Advances in Public Relations and Communication Management (APCRM) is a publication of the European Public Relations Education and Research Association (EUPRERA). Each volume includes contributions from EUPRERA’s annual congress and follow the theme of each event.

This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship.

The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.

This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship.

The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.

10 Great Curricula is a collection of stories written by educators who have come to understand curricula differently as a result of their engagement with a graduate course and its instructor. The book represents the best of what can be found in teaching and learning, in general, and in the quest for meaningful ways to understand curricula in particular.

The co-authors of this volume on '10 Great Curricula' framed their inquiries into progressive, democratic curricula, at least initially, through Marsh and Willis’ (2007) notions of planned, enacted, and lived curricula. These frames helped the writers think about how to engage a curriculum as it is developed, delivered, and lived by its participants, and for the inquirers to actually become participantinquirers in the curriculum at hand. The chapters depict the power, the possibility, and the transformational potential of 'great' progressive curricula today by locating them in schools and in the community, by making them come alive to the reader, and by suggesting means through which the reader can adopt a more progressive, democratic stance to curriculum despite the seemingly overwhelming nature of the conservative, traditionalist, instrumentalist movements in curriculum, teaching, and assessment today. The book is intended for students of education, teaching, and curriculum, undergraduates, graduates, and practicing educational professionals, especially those looking for examples in the world in which progressive, democratic ideals are nurtured and practiced.

10 Great Curricula is a collection of stories written by educators who have come to understand curricula differently as a result of their engagement with a graduate course and its instructor. The book represents the best of what can be found in teaching and learning, in general, and in the quest for meaningful ways to understand curricula in particular.

The co-authors of this volume on '10 Great Curricula' framed their inquiries into progressive, democratic curricula, at least initially, through Marsh and Willis’ (2007) notions of planned, enacted, and lived curricula. These frames helped the writers think about how to engage a curriculum as it is developed, delivered, and lived by its participants, and for the inquirers to actually become participantinquirers in the curriculum at hand. The chapters depict the power, the possibility, and the transformational potential of 'great' progressive curricula today by locating them in schools and in the community, by making them come alive to the reader, and by suggesting means through which the reader can adopt a more progressive, democratic stance to curriculum despite the seemingly overwhelming nature of the conservative, traditionalist, instrumentalist movements in curriculum, teaching, and assessment today. The book is intended for students of education, teaching, and curriculum, undergraduates, graduates, and practicing educational professionals, especially those looking for examples in the world in which progressive, democratic ideals are nurtured and practiced.

This 50th Celebratory Research in Labor Economics volume contains ten original and innovative articles each written by stellar senior scholars in labor economics, including a Nobel Laureate. Each article deals with an aspect of worker well-being addressing questions such as: What can epidemiologists learn from search and matching models? What advanced degrees yield the highest returns? How do occupational and safety risks on the job affect earnings? What are best practices in estimating gender discrimination? Has technology exacerbated the widening earnings distribution? How have bureaucrats overregulated the economy? Did Right to Work laws really decrease unionization? Why were undocumented immigrants able to return to work faster than natives during Covid-19? And, how does a husband’s death impact a widow’s use of time at home?

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs.

The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success.

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs.

The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success.

"Corporate reform" is not reform at all. Instead, it is the systematic destruction of the foundational American institution of public education. The primary motivation behind this destruction is greed. Public education in America is worth almost a trillion dollars a year.

Whereas American public education is a democratic institution, its destruction is being choreographed by a few wealthy, well-positioned individuals and organizations. This book investigates and exposes the handful of people and institutions that are often working together to become the driving force behind destroying the community public school.

"Corporate reform" is not reform at all. Instead, it is the systematic destruction of the foundational American institution of public education. The primary motivation behind this destruction is greed. Public education in America is worth almost a trillion dollars a year.

Whereas American public education is a democratic institution, its destruction is being choreographed by a few wealthy, well-positioned individuals and organizations. This book investigates and exposes the handful of people and institutions that are often working together to become the driving force behind destroying the community public school.

Uniquely combining two parts, one critical in the form of a research piece, and the other creative in the form of a fictional novel, this ground-breaking book spans creative writing, criminology and architecture to look at the ways in which power and hierarchies are explored and exploited in space.

Part one, A Circular Argument, is informed by a series of reflections on the author’s work as a prison teacher. Delving into the obsession with the circular as an architectural gesture and as a concept combining containment and transparency, the author examines spatial hierarchies across time, from the ideal planned city of the Middle Ages, to the all-seeing eye of modern digital society.

Part two, The Out, follows the fictional story of a disgruntled architect, a clever prisoner and an ingenious escape plan. Exploring how the complications and surprises of human interaction colour and change the supposedly watertight systems of social control society designs, the novel disrupts how we might think about space and power.

Injecting new energy and creative perspectives into traditional academic research, this practice-led book is an innovative exploration between critical and creative approaches, and between multiple social and spatial hierarchies.

This series has been renamed to “Emerald Studies in Culture, Crime, Criminal Justice and the Arts” effective for 2025 publications onward.

The study of state formation and nation building is a proud tradition. Currently, however, it is difficult to discern a unified research frontier in this field, due to a persistent gap between the more case-based historical focus seen in area studies, and more generalizing approaches inspired by the natural sciences.

Showcasing the legacy of Norwegian political scientist and sociologist Stein Rokkan, this volume explores the potential of his work to address this gap. Featuring Rokkan’s lecture skeleton methodology, given in Paris 1976, but included here as the first ever English language translation, this collection brings into sharp focus how Rokkan developed a set of methodological tools that allowed the construction of regional models and typological maps for guiding paired or clustered comparisons of state formation and nation building in any world region. Acknowledging Rokkan’s key argument that relevant models and maps need to be developed through knowledge about a region’s history rather than through formal concepts alone, contributors draw on the full potential of Rokkan’s innovations by calibrating them with empirical material from a world region not analysed by Rokkan himself: the Middle East.

Thoughtfully reconstructing and upgrading Rokkan’s methodology, A Comparative Historical and Typological Approach to the Middle Eastern State System ushers in a new vision in the field of state formation and nation building.

A Contemporary Look at Business Ethics provides a ‘present day’ look at business ethics to include the challenges, opportunities and increased need for ethical leadership in today’s and tomorrow’s organizations. The book discusses current and future business ethics challenges, issues and opportunities which provides the context leaders and their organizations must navigate.

The book includes an in-depth look at lessons learned about the causes of unethical behavior by examining a number of real-world examples of ethical scandals from around the world that have taken place over the past few decades. The analysis of the various ethical scandals focuses on concepts like ethical versus unethical leadership, received wisdom, the bottom-line mentality, groupthink and moral muteness, all of which contribute to the kind of organizational culture and ethical behavior one finds in an organization. The book discusses ethical decision making in general and the increased role of religion and spirituality, in confronting unethical behavior in contemporary organizations.

The book also takes an in-depth look at the impact ethical scandals have on employees and more specifically the psychological contract and person-organization ethical fit with the goal of identifying, along with other things, what leaders can do to restore relationships with employees and rebuild the organization’s reputation in the eyes of various stakeholders.

A Contemporary Look at Business Ethics provides a ‘present day’ look at business ethics to include the challenges, opportunities and increased need for ethical leadership in today’s and tomorrow’s organizations. The book discusses current and future business ethics challenges, issues and opportunities which provides the context leaders and their organizations must navigate.

The book includes an in-depth look at lessons learned about the causes of unethical behavior by examining a number of real-world examples of ethical scandals from around the world that have taken place over the past few decades. The analysis of the various ethical scandals focuses on concepts like ethical versus unethical leadership, received wisdom, the bottom-line mentality, groupthink and moral muteness, all of which contribute to the kind of organizational culture and ethical behavior one finds in an organization. The book discusses ethical decision making in general and the increased role of religion and spirituality, in confronting unethical behavior in contemporary organizations.

The book also takes an in-depth look at the impact ethical scandals have on employees and more specifically the psychological contract and person-organization ethical fit with the goal of identifying, along with other things, what leaders can do to restore relationships with employees and rebuild the organization’s reputation in the eyes of various stakeholders.

A Critical Examination of Language and Community is the sixth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc. Edited by Paul Chamness Miller, Brian G. Rubrecht, Erin A. Mikulec, and Cu-Hullan Tsuyoshi McGivern, volume six sustains the society's mission to organize and disseminate the work of its contributing members through peer-reviewed publications.

The book presents international perspectives on language and community through a variety of themes. A resource for scholars and students, A Critical Examination of Language and Community represents the latest scholarship in new and emergent areas of inquiry. Readings in Language Studies, Volume 6: A Critical Examination of Language and Community features international contributions that represent state-of-the-field reviews, multi-disciplinary perspectives, theory-driven syntheses of current scholarship, reports of new empirical research, and criti- cal discussions of major topics centered on the intersection of language and community.

Consistent with the mission of ISLS, the collection of 14 chapters in this volume seeks to 'bridge arbitrary disciplinary territories and provide a forum for both theoretical and empirical research, from existing and emergent research methodologies, for exploring the relationships among language, power, discourses, and social practices.'

A Critical Examination of Language and Community is the sixth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc. Edited by Paul Chamness Miller, Brian G. Rubrecht, Erin A. Mikulec, and Cu-Hullan Tsuyoshi McGivern, volume six sustains the society's mission to organize and disseminate the work of its contributing members through peer-reviewed publications.

The book presents international perspectives on language and community through a variety of themes. A resource for scholars and students, A Critical Examination of Language and Community represents the latest scholarship in new and emergent areas of inquiry. Readings in Language Studies, Volume 6: A Critical Examination of Language and Community features international contributions that represent state-of-the-field reviews, multi-disciplinary perspectives, theory-driven syntheses of current scholarship, reports of new empirical research, and criti- cal discussions of major topics centered on the intersection of language and community.

Consistent with the mission of ISLS, the collection of 14 chapters in this volume seeks to 'bridge arbitrary disciplinary territories and provide a forum for both theoretical and empirical research, from existing and emergent research methodologies, for exploring the relationships among language, power, discourses, and social practices.'

A Critical Examination of Language and Community is the sixth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc. Edited by Paul Chamness Miller, Brian G. Rubrecht, Erin A. Mikulec, and Cu-Hullan Tsuyoshi McGivern, volume six sustains the society's mission to organize and disseminate the work of its contributing members through peer-reviewed publications.

The book presents international perspectives on language and community through a variety of themes. A resource for scholars and students, A Critical Examination of Language and Community represents the latest scholarship in new and emergent areas of inquiry. Readings in Language Studies, Volume 6: A Critical Examination of Language and Community features international contributions that represent state-of-the-field reviews, multi-disciplinary perspectives, theory-driven syntheses of current scholarship, reports of new empirical research, and criti- cal discussions of major topics centered on the intersection of language and community.

Consistent with the mission of ISLS, the collection of 14 chapters in this volume seeks to 'bridge arbitrary disciplinary territories and provide a forum for both theoretical and empirical research, from existing and emergent research methodologies, for exploring the relationships among language, power, discourses, and social practices.'

A Critical Examination of Language and Community is the sixth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc. Edited by Paul Chamness Miller, Brian G. Rubrecht, Erin A. Mikulec, and Cu-Hullan Tsuyoshi McGivern, volume six sustains the society's mission to organize and disseminate the work of its contributing members through peer-reviewed publications.

The book presents international perspectives on language and community through a variety of themes. A resource for scholars and students, A Critical Examination of Language and Community represents the latest scholarship in new and emergent areas of inquiry. Readings in Language Studies, Volume 6: A Critical Examination of Language and Community features international contributions that represent state-of-the-field reviews, multi-disciplinary perspectives, theory-driven syntheses of current scholarship, reports of new empirical research, and criti- cal discussions of major topics centered on the intersection of language and community.

Consistent with the mission of ISLS, the collection of 14 chapters in this volume seeks to 'bridge arbitrary disciplinary territories and provide a forum for both theoretical and empirical research, from existing and emergent research methodologies, for exploring the relationships among language, power, discourses, and social practices.'

Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an 'imaginary' dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work.

Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and 'dark' imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination.

After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and 'dark' imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry.

Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an 'imaginary' dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work.

Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and 'dark' imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination.

After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and 'dark' imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry.

As urbanization, digitalization, rising social expectations, and the quest for greener development become increasingly important and called for, a need to transform infrastructure and its management has become more pronounced. A Digital Path for Sustainable Infrastructure Management delivers the much sought-after guidance that the industry seeks to embrace technological advancements, establish new sustainable working practices, and foster socially valuable collaborations.

Oke and Stephen open with a discussion on key sustainability concepts and the crucial measures that the construction sector must effectively establish to keep up with modern-day challenges. Moving to investigating multiple theoretical and practical aspects of novel digital tools, they analyse how these services can contribute to building and maintaining infrastructure better while aiding the impactful realization of globally recognized sustainability goals.

Through an easy-to-follow and iterative structure, readers in both academic and professional settings are equipped with a comprehensive overview of the state of the art. This is a vital reference resource for future works in the area.

Organizations in every industry are facing pressure to become more sustainable, reduce their carbon footprint and ensure resources are reused, reduced and recycled; whether that push for change is from consumers or direct from government in terms of policy, and the sports industry is no exception.

A Global Perspective of Sustainability in Sports Organizations examines sports organizations from across the globe, highlighting similarities and differences to approaches in sustainability. Focusing on specific countries, chapters examine environmental protection, carbon footprints, the economic benefits of reducing use of resources, the UNSDGs, policy implementation and much more.

A practical examination of strategies, A Global Perspective of Sustainability in Sports Organizations will appeal to practitioners and policymakers while the academic discussion will appeal to researchers of sustainable business, economics, management and sports.

Prevention or control

Written against the backdrop of increasing fines for health and safety offences against companies and individuals, this guide provides straightforward advice on how to avoid or deal with health and safety prosecutions in a practical manner.

The authors explain the law surrounding health and safety prosecutions as detailed by the Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999, and analyse the practical issues involved in such prosecutions.

Corporate considerations

A guide to health and safety prosecutions provides valuable information on enforcement, investigations by the police and Health and Safety Executive, inquests, funding and how a case progresses through the criminal courts. It also includes detailed information about the issues that an organisation needs to consider when faced with an investigation. There is an extensive chapter explaining the sentencing process for convicted individuals and companies that also details the current trends in this area.

The book covers manslaughter prosecutions of individuals and companies along with an analysis and explanation of the Corporate Manslaughter and Corporate Homicide Bill.

A practical knowledge base

Written in bite-size chapters that can be read as stand-alone documents, this practical guide provides a knowledge base for directors and managers as health and safety issues rise rapidly up the corporate governance agenda.

In 2009 three consultants, green to the consulting industry were tasked with a new challenge, the activation and licensing of a new, 100 bed hospital, in only 90 days. Pulling from concept of “Day in the Life” simulations used in the military, the Hospital Incident Command System (HICS), and adult learning theories the consultants developed a method that healthcare facilities could use to ensure readiness. Thus, was born the concept of Dress Rehearsal.

A Guide to Healthcare Facility Dress Rehearsal Simulation Planning: Simplifying the Complex provides a step-by-step scalable framework to coordinate an Interdisciplinary Dress Rehearsal event for a project or facility of any size.

Developed for use as a resource throughout your Dress Rehearsal journey, each chapter of this guide builds upon the last and should be read in succession. We hope you leverage our lessons learned and experience and apply them to your facility to support a safe Day 1 activation.

A guide to the procurement of privately financed projects: an indicative assessment of the procurement process outlines the concept of privately financed projects (PFP) that can be used for both public-private and private-private interactions. Utilising models from many countries the guide develops a robust procurement system applicable to PFP and project finance in both the EU and overseas.

This guide provides a systematic approach for the preparation and evaluation of privately financed projects (PFP) and services. It is intended to assist both the 'Principal' (often a public body) and the 'Promoter' (private body) at each phase of the procurement process, from inception through to financial closure. Principals using this guide should be able to adapt the private finance procurement process for their specific organisation and business sector. Moreover, in the case of the promoting organisation, the guide provides an appreciation of the steps that occur and the various processes undertaken and the associated costs of bidding.

A guide to the procurement of privately financed projects: an indicative assessment of the procurement process provides an invaluable understanding of the critical facets involved in PFP and suggests frameworks for developing objective orientated procurement elements.

A Guide to the Reservoirs Act 1975 provides expert guidance on the application of the Reservoirs Act 1975, reflecting the current views and practices of the dam engineering profession.

This fully updated second edition for reservoirs located in England incorporates the latest amendments introduced through the Flood and Water Management Act 2010, reflecting a more risk-based approach to reservoir regulation. The new edition also incorporates updates from the Water Act 2003.

A Hand Not Shortened is a comprehensive theological book on the creative workings of the grace of God in ten of the great individuals of the Bible. Very few books examine exegetically the dynamics of the grace of God in such detail. The primary theme of the book is that God adjusts the workings of His grace to each of these great individuals’ situations. Theologically speaking, God’s grace is not restricted to parameters that apply only to pristine individuals or to those who were raised in privileged circumstances. Rather, God’s grace is characterized by great flexibility to reach any individual in a variety of circumstances. This fact has grand theological and practical implications. It gives hope to the theologian whose primary declaration is that 'God is Love' and stirs the aspirations of the seeker who longs to hear that God really cares. This book focuses of the lives of many great individuals from the Bible including Abraham, Jacob, Joseph, Moses, David, Peter, Paul, and others as well. This book will have a deep impact upon both the theologian and the seeker.

A Hand Not Shortened is a comprehensive theological book on the creative workings of the grace of God in ten of the great individuals of the Bible. Very few books examine exegetically the dynamics of the grace of God in such detail. The primary theme of the book is that God adjusts the workings of His grace to each of these great individuals’ situations. Theologically speaking, God’s grace is not restricted to parameters that apply only to pristine individuals or to those who were raised in privileged circumstances. Rather, God’s grace is characterized by great flexibility to reach any individual in a variety of circumstances. This fact has grand theological and practical implications. It gives hope to the theologian whose primary declaration is that 'God is Love' and stirs the aspirations of the seeker who longs to hear that God really cares. This book focuses of the lives of many great individuals from the Bible including Abraham, Jacob, Joseph, Moses, David, Peter, Paul, and others as well. This book will have a deep impact upon both the theologian and the seeker.

In recent years, the authors have watched as the struggles of independent colleges have multiplied. Faced with declining enrollments and numerous financial constraints, many schools struggle to stay solvent and relevant. Fiduciary concerns have been coupled with discussions surrounding whether business programs at these colleges are succeeding in preparing students for a modern workplace.

In this book, the authors highlight some of the factors that business school practitioners, including faculty members and administrators, must pay careful attention to at this volatile time. The book also serves as a guide for parents and guidance counselors as they decide among multiple alternatives for students seeking higher education. The authors propose specific action-oriented remedies to the concerns, identifying ways that colleges might play a more significant role in preparing business leaders. This book will enhance a reader's ability to discriminate among business programs and academic institutions.

In recent years, the authors have watched as the struggles of independent colleges have multiplied. Faced with declining enrollments and numerous financial constraints, many schools struggle to stay solvent and relevant. Fiduciary concerns have been coupled with discussions surrounding whether business programs at these colleges are succeeding in preparing students for a modern workplace.

In this book, the authors highlight some of the factors that business school practitioners, including faculty members and administrators, must pay careful attention to at this volatile time. The book also serves as a guide for parents and guidance counselors as they decide among multiple alternatives for students seeking higher education. The authors propose specific action-oriented remedies to the concerns, identifying ways that colleges might play a more significant role in preparing business leaders. This book will enhance a reader's ability to discriminate among business programs and academic institutions.

In his interdisciplinary memoir, Gerald Gutek applies history and philosophy of education to educational biography. The author was guided by his focusing goals of exploring his path to becoming an educational biographer and working generalizations with his colleagues in the field. Gutek’s narrative begins with the author’s childhood experiences that inclined him to a career in education, followed by chapters on his doctoral program in the College of Education at the University of Illinois in Champaign-Urbana; his teaching of history and philosophy and education in the School of Education at Loyola University Chicago; his research and writing of biographies of Johann Heinrich Pestalozzi and Joseph Neef and his textbook, Historical and Philosophical Foundations of Education: a Biographical Introduction; and issues and strategies in writing about Maria Montessori. Throughout the book, Gutek analyzes concepts and applications he developed as an educational biographer such as parallel biographies, slice of life writing, reconsidering overlooked and understudied educators, and the role of place and space in telling life stories.

In his interdisciplinary memoir, Gerald Gutek applies history and philosophy of education to educational biography. The author was guided by his focusing goals of exploring his path to becoming an educational biographer and working generalizations with his colleagues in the field. Gutek’s narrative begins with the author’s childhood experiences that inclined him to a career in education, followed by chapters on his doctoral program in the College of Education at the University of Illinois in Champaign-Urbana; his teaching of history and philosophy and education in the School of Education at Loyola University Chicago; his research and writing of biographies of Johann Heinrich Pestalozzi and Joseph Neef and his textbook, Historical and Philosophical Foundations of Education: a Biographical Introduction; and issues and strategies in writing about Maria Montessori. Throughout the book, Gutek analyzes concepts and applications he developed as an educational biographer such as parallel biographies, slice of life writing, reconsidering overlooked and understudied educators, and the role of place and space in telling life stories.

Cities in developing countries are faced with housing challenges that differ from country to country. The reasons for and the nature of these challenges differ. For cities in sub-Saharan African countries, many residents live in unplanned settlements. As a result, most residents lack decent housing as well as access to basic services. This is due to, among other factors, ineffective urban planning, weak urban governance, low private sector involvement, and lack of access to affordable housing finance – yet few empirical studies have investigated and developed frameworks aimed at improving urban housing.

A Neoliberal Framework for Urban Housing Development in the Global South highlights the factors which predict urban housing development from developing countries’ perspective, providing a guide for countries in the sub-Sahara, where governments have limited financial resources competing among several needs. Anchored on neoliberalism, it argues that urban housing development is an eight-factor construct consisting of legal framework, tenure, stakeholder coordination, stakeholder participation, stakeholder capacity, adaptive housing regulations, housing finance, and governance.

The authors outline the role of the state in creating an enabling environment for other stakeholders to participate in the provision of affordable housing for all.

Exploring how the economy can develop and grow by upholding the social contract and giving social partners like trade unions the space and a key role in this new economy, A New Left Economics reviews the dominant neo-classical economic paradigm and provide insights into a new economic model by critically assessing the new left economics.

Through revisiting Keynes and the relevance of Keynesian economic thinking today, von Brockdorff and Spiteri argue for going beyond GDP to a more social model based on welfare, reclaiming the word ‘welfare’ from neoclassical economics in the process. Incentivising the social economy enterprise model is also key to this new paradigm shift - the focus is never on curbing economic activity, but rather on making it work for more people to generate greater welfare. These could include cooperatives and employee-owned models, right through to certain circular economy models that promote social wellbeing.

This is an accessible and intriguing text focusing on new left economics, revisiting and modernising Keynesian economic thinking to frame a basis for an economy with a strong social focus.

For centuries, human “civilisation” has struggled with hatred, conflict, and war since the first people tried to privately own property and protect their resources. The social and economic pressures that “civilisation” has created have placed increasing strain on the institution of private ownership, which is showing signs that it must be replaced by something more modern. To explore the next development stage for society, we must consider how the old paradigms have begun to show their limitations, and what may replace them.

Cao interprets the culture, politics, economics, and the environmental problems that society faces from the perspective of a scholar, exploring potential solutions to the current global political dilemmas and providing intellectual support for a smooth transition of society to the next stage of civilisation. This stage draws on the great harmony proposed by Confucius, by taking steps to eliminate warfare and other forms of conflict and striving to achieve a more harmonious coexistence for everyone. Cao proposes a new perspective for global governance and encourage readers to work to improve the evolution of civilisation.

 A New Stage of Civilization: Striving for the Great Harmony will appeal to researchers in a range of fields, including economics, culture, history, politics and sustainability.