Products

While White parents raising Black children has become increasingly salient in the last 20-30 years, the experience of those who grow up in these cross-racial families is much more complicated. Indeed, much of the adoption studies literature has privileged White parent voices, further silencing crossracially raised Black-identified children. “Is That Your Mom?” challenges the dominant narrative that love trumps race (and racism) in family dynamics, and reasserts the need for critical voices of those most impacted by being cross-racially raised: the very people who face extreme racism that is both similar to, and uniquely different from, that faced by people of color more broadly.

“Is That Your Mom?” centers the voices of Cross Racially Raised individuals of the African Diaspora to illustrate that racial socialization is a process in which individuals have agency in their racial development. In this book, Cross Racially Raised adults, both those who were adopted and those who were raised in cross-racial birth families, share their stories regarding experiences with racism in the following three ways: (1) encounters with racism within and beyond educational settings, (2) perceptions of parents or guardians’ efforts toward racial socialization, and (3) strategies used to navigate racially hostile environments (which sometimes are the families themselves). The voices of the individuals in this book illuminate a deeper conceptual understanding of how racial socialization practices are linked with one’s ability to cope with racism and ways of addressing racism, particularly among those families that contradict monoracial assumptions of racial socialization processes. The book concludes with a discussion of how schools, educators, and parents can help Cross Racially Raised children and youth develop skills necessary to cope and remain resilient in the face of racism, particularly if the immediate family is not offering those supports.

While White parents raising Black children has become increasingly salient in the last 20-30 years, the experience of those who grow up in these cross-racial families is much more complicated. Indeed, much of the adoption studies literature has privileged White parent voices, further silencing crossracially raised Black-identified children. “Is That Your Mom?” challenges the dominant narrative that love trumps race (and racism) in family dynamics, and reasserts the need for critical voices of those most impacted by being cross-racially raised: the very people who face extreme racism that is both similar to, and uniquely different from, that faced by people of color more broadly.

“Is That Your Mom?” centers the voices of Cross Racially Raised individuals of the African Diaspora to illustrate that racial socialization is a process in which individuals have agency in their racial development. In this book, Cross Racially Raised adults, both those who were adopted and those who were raised in cross-racial birth families, share their stories regarding experiences with racism in the following three ways: (1) encounters with racism within and beyond educational settings, (2) perceptions of parents or guardians’ efforts toward racial socialization, and (3) strategies used to navigate racially hostile environments (which sometimes are the families themselves). The voices of the individuals in this book illuminate a deeper conceptual understanding of how racial socialization practices are linked with one’s ability to cope with racism and ways of addressing racism, particularly among those families that contradict monoracial assumptions of racial socialization processes. The book concludes with a discussion of how schools, educators, and parents can help Cross Racially Raised children and youth develop skills necessary to cope and remain resilient in the face of racism, particularly if the immediate family is not offering those supports.

Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.

We asked authors in both contexts to address the following questions:

1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacher-pupil planning serve a central role in the middle grades teacher education program or middle grades classroom?

2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom?

3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?

Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.

We asked authors in both contexts to address the following questions:

1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacher-pupil planning serve a central role in the middle grades teacher education program or middle grades classroom?

2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom?

3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?

Social media and digital tools permeate the everyday lives of young people. In the early stages of commentary about the impact of the digital age on civic life, debates revolved around whether the Internet enhanced or discouraged civic and political action. Since then we have seen new media move to center stage in politics and activism--from the 2008 US election to the 2011 Arab Spring to the Occupy movement. We have also seen new patterns in how different sub-groups make use of digital media. These developments have pushed people to move beyond questions about whether new media are good or bad for civic life, to ask instead: how, under what conditions, and for whom, do new digital tools become resources for political critique and action by the young?

This book will provide a platform for a new wave of scholarship about young people’s political participation in the digital age. We define “youth” or “young people” as roughly between the ages of 12 and 25. We include perspectives from political science, education, cultural studies, learning sciences, and youth development. We draw on the framework developed by the MacArthur Research Network on Youth and Participatory Politics (Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012), which defines participatory politics as, “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.”

Social media and digital tools permeate the everyday lives of young people. In the early stages of commentary about the impact of the digital age on civic life, debates revolved around whether the Internet enhanced or discouraged civic and political action. Since then we have seen new media move to center stage in politics and activism--from the 2008 US election to the 2011 Arab Spring to the Occupy movement. We have also seen new patterns in how different sub-groups make use of digital media. These developments have pushed people to move beyond questions about whether new media are good or bad for civic life, to ask instead: how, under what conditions, and for whom, do new digital tools become resources for political critique and action by the young?

This book will provide a platform for a new wave of scholarship about young people’s political participation in the digital age. We define “youth” or “young people” as roughly between the ages of 12 and 25. We include perspectives from political science, education, cultural studies, learning sciences, and youth development. We draw on the framework developed by the MacArthur Research Network on Youth and Participatory Politics (Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012), which defines participatory politics as, “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.”

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.

The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field.

The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources.

The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field.

The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources.

This book comprises an examination of novice teachers’ experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada. Drawing on narrative inquiry and arts-based approaches, this study employs experience as a starting point for making sense of both professional and personal encounters in local and foreign settings. This work thus sheds light on how people make sense of shifting landscapes in an era of increasing intercultural communication and interaction while addressing important curricular implications of intercultural professional development for equity and social justice.

This book comprises an examination of novice teachers’ experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada. Drawing on narrative inquiry and arts-based approaches, this study employs experience as a starting point for making sense of both professional and personal encounters in local and foreign settings. This work thus sheds light on how people make sense of shifting landscapes in an era of increasing intercultural communication and interaction while addressing important curricular implications of intercultural professional development for equity and social justice.

Using discussion in instruction may facilitate spaces where students can engage with difficult and opposing ideas as a form of shared inquiry. Discussion is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student interactions. An essential goal of discussion is increased personal understanding of difficult issues through social learning. Discussion pedagogy engages students with issues that surpass the self and connects them with larger societal problems, allowing them to expand their perspectives and increase their worldviews of difficult issues. Discussions may have the capability to advance the public-sphere through the use of critical and reasoned discourse.

Nevertheless, teaching with discussion is a complex and sometimes ambiguous endeavor. Using discussion pedagogy promotes perturbation, disturbance, and disequilibrium as natural and anticipated outcomes of instruction. Instructors using discussion often feel pulled between desirable, but seemingly contradictory, outcomes for their students: for example, wanting students to participate but also wanting them to learn to listen to others’ viewpoints; hoping that they will dialogue but also wanting them to pose questions with each other; expecting they will use the text to ground their opinions and also valuing students’ personal experiences as they relate to the topic under discussion. Similarly, instructors using discussion must manage instructional paradoxes: focusing on the process of discussion but also having an eye on the possible products of the discussion, such as outside actions or a culminating project; wanting to provide structure to help students understand expectations and increase student engagement and also valuing organic, less structured dialogues that highlight student interest in the topic.

These contradictions may be met with a problem-solving stance leading to an either/or consequence, choosing one viewpoint over another. Yet, the paradoxical outcomes and instructional choices in discussion, though opposing, are mutually desirable. In fact, each side of the dilemma relies on the other. These types of problems for discussion outcomes and instruction are not really problems. They are dilemmas that simply need management.

Using discussion in instruction may facilitate spaces where students can engage with difficult and opposing ideas as a form of shared inquiry. Discussion is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student interactions. An essential goal of discussion is increased personal understanding of difficult issues through social learning. Discussion pedagogy engages students with issues that surpass the self and connects them with larger societal problems, allowing them to expand their perspectives and increase their worldviews of difficult issues. Discussions may have the capability to advance the public-sphere through the use of critical and reasoned discourse.

Nevertheless, teaching with discussion is a complex and sometimes ambiguous endeavor. Using discussion pedagogy promotes perturbation, disturbance, and disequilibrium as natural and anticipated outcomes of instruction. Instructors using discussion often feel pulled between desirable, but seemingly contradictory, outcomes for their students: for example, wanting students to participate but also wanting them to learn to listen to others’ viewpoints; hoping that they will dialogue but also wanting them to pose questions with each other; expecting they will use the text to ground their opinions and also valuing students’ personal experiences as they relate to the topic under discussion. Similarly, instructors using discussion must manage instructional paradoxes: focusing on the process of discussion but also having an eye on the possible products of the discussion, such as outside actions or a culminating project; wanting to provide structure to help students understand expectations and increase student engagement and also valuing organic, less structured dialogues that highlight student interest in the topic.

These contradictions may be met with a problem-solving stance leading to an either/or consequence, choosing one viewpoint over another. Yet, the paradoxical outcomes and instructional choices in discussion, though opposing, are mutually desirable. In fact, each side of the dilemma relies on the other. These types of problems for discussion outcomes and instruction are not really problems. They are dilemmas that simply need management.

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?

The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended.

The volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics:

· The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools.

· It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school.

· It monitored students’ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation.

· Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well.

· In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables.

The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended.

The volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics:

· The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools.

· It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school.

· It monitored students’ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation.

· Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well.

· In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables.

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.

Kappa Delta Pi is an international honor society in Education founded in 1911. This book chronicles the leadership of Kappa Delta Pi across the past century through a collection of short life stories about the 32 individuals who were elected by members to lead the Society. Through their work with their fellow officers, they helped keep alive the flame that called attention to the importance of highly qualified teachers in American schools, in the main, teachers whose academic credentials were very strong.

These life stories attend to KDP presidents’ contributions to education, particularly with emphasis a) on high academic scholarship for educational professionals, e.g., teacher candidates, teachers at all levels, school administrators, college and university faculty members in education and in fields related to educational practice and knowledge; b) toward teacher candidates’ mindful learning in and the integration of liberal arts, education, and other fields of study; c) and in the support and fostering of scholarly endeavors, especially substantive research and creative developments in the educational processes of schooling – all or many related to the individual’s involvement in Kappa Delta Pi.

A number of elements of Kappa Delta Pi’s purposes and practices during its first century are illuminated in this book. Many others remain obscured, neglected, or unknown. Readers reasonably may discover keys to increased understanding and wonderment as they read and think about the lives of these former presidents, particularly about their contributions to the continuance and strengthening of the Society. One impressive key surely is evident. Their presidencies not only helped Kappa Delta Pi to continue to exist. They also fostered the fruitful creation of this honor society in education. And so also will those members and leaders who, succeeding these former presidents, enter confidently into Kappa Delta Pi’s second century.

Kappa Delta Pi is an international honor society in Education founded in 1911. This book chronicles the leadership of Kappa Delta Pi across the past century through a collection of short life stories about the 32 individuals who were elected by members to lead the Society. Through their work with their fellow officers, they helped keep alive the flame that called attention to the importance of highly qualified teachers in American schools, in the main, teachers whose academic credentials were very strong.

These life stories attend to KDP presidents’ contributions to education, particularly with emphasis a) on high academic scholarship for educational professionals, e.g., teacher candidates, teachers at all levels, school administrators, college and university faculty members in education and in fields related to educational practice and knowledge; b) toward teacher candidates’ mindful learning in and the integration of liberal arts, education, and other fields of study; c) and in the support and fostering of scholarly endeavors, especially substantive research and creative developments in the educational processes of schooling – all or many related to the individual’s involvement in Kappa Delta Pi.

A number of elements of Kappa Delta Pi’s purposes and practices during its first century are illuminated in this book. Many others remain obscured, neglected, or unknown. Readers reasonably may discover keys to increased understanding and wonderment as they read and think about the lives of these former presidents, particularly about their contributions to the continuance and strengthening of the Society. One impressive key surely is evident. Their presidencies not only helped Kappa Delta Pi to continue to exist. They also fostered the fruitful creation of this honor society in education. And so also will those members and leaders who, succeeding these former presidents, enter confidently into Kappa Delta Pi’s second century.

"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 faking of personality tests in a selection context has been perceived as somewhat of a nuisance variable, and largely ignored, or glossed over by the academic literature. Instead of examining the phenomenon many researchers have ignored its existence, or trivialized the impact of faking on personality measurement. The present volume is a much needed, timely corrective to this attitude. In a wide range of chapters representing different philosophical and empirical approaches, the assembled authors demonstrate the courage to tackle this important and difficult topic head-on, as it deserves to be. The writers of these chapters identify two critical concerns with faking. First, if people fake their responses to personality tests, the resulting scores and the inferences drawn from them might become invalid. For example, people who fake their responses by describing themselves as diligent and prompt might earn better conscientiousness scores, and therefore be hired for jobs requiring this trait that in fact they might not perform satisfactorily. Second, the dishonesty of the faker might itself be a problem, separate from its effect on a particular score. Someone who lies on a pre-employment test might also lie about the hours he or she works, or how much cash is in the till at the end of the shift. Worse, these two problems might exacerbate each other: a dishonest applicant might get higher scores on the traits the employer desires through his or her lying, whereas the compulsively honest applicant might get low scores as an ironic penalty for being honest. Outcomes like these harm employers and applicants alike.

The more one delves into the complexities of faking, as the authors of the chapters in this volume do so thoroughly and so well, the more one will recognize that this seemingly specialized topic ties directly to more general issues in psychology. One of these is test validity. The bottom-line question about any test score, faked or not, is whether it will predict the behaviors and outcomes that it is designed to predict. As Johnson and Hogan point out in their chapter, the behavior of someone faking a test is a subset of the behavior of the person in his or her entire life, and the critical research question concerns the degree to which and manner in which behavior in one domain generalizes to behavior in other domains. This observation illuminates the fact that the topic of faking is also a key part of understanding the relationship between personality and behavior. The central goal of theoretical psychology is to understand why people do the things they do. The central goal of applied psychology is to predict what someone will do in the future. Both of these goals come together in the study of applicant faking.

The faking of personality tests in a selection context has been perceived as somewhat of a nuisance variable, and largely ignored, or glossed over by the academic literature. Instead of examining the phenomenon many researchers have ignored its existence, or trivialized the impact of faking on personality measurement. The present volume is a much needed, timely corrective to this attitude. In a wide range of chapters representing different philosophical and empirical approaches, the assembled authors demonstrate the courage to tackle this important and difficult topic head-on, as it deserves to be. The writers of these chapters identify two critical concerns with faking. First, if people fake their responses to personality tests, the resulting scores and the inferences drawn from them might become invalid. For example, people who fake their responses by describing themselves as diligent and prompt might earn better conscientiousness scores, and therefore be hired for jobs requiring this trait that in fact they might not perform satisfactorily. Second, the dishonesty of the faker might itself be a problem, separate from its effect on a particular score. Someone who lies on a pre-employment test might also lie about the hours he or she works, or how much cash is in the till at the end of the shift. Worse, these two problems might exacerbate each other: a dishonest applicant might get higher scores on the traits the employer desires through his or her lying, whereas the compulsively honest applicant might get low scores as an ironic penalty for being honest. Outcomes like these harm employers and applicants alike.

The more one delves into the complexities of faking, as the authors of the chapters in this volume do so thoroughly and so well, the more one will recognize that this seemingly specialized topic ties directly to more general issues in psychology. One of these is test validity. The bottom-line question about any test score, faked or not, is whether it will predict the behaviors and outcomes that it is designed to predict. As Johnson and Hogan point out in their chapter, the behavior of someone faking a test is a subset of the behavior of the person in his or her entire life, and the critical research question concerns the degree to which and manner in which behavior in one domain generalizes to behavior in other domains. This observation illuminates the fact that the topic of faking is also a key part of understanding the relationship between personality and behavior. The central goal of theoretical psychology is to understand why people do the things they do. The central goal of applied psychology is to predict what someone will do in the future. Both of these goals come together in the study of applicant faking.

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.'

This book analyzes the impact of culture on employee justice judgments and reactions to perceptions of fairness and unfairness. I start this book with the following two questions. Why is a book on culture and organizational justice needed? What does such a book add to the extant literature on organizational justice, especially, after the publication of the landmark work of Colquitt and Greenberg (2005), Handbook of Organizational Justice? Although there are no easy answers to these questions, in the following lines, I explain the reasons why a book on culture and justice is not only needed but also timely. There are at least three reasons for which a book on culture and organizational justice is needed. First, a book on culture and organizational justice is needed because "there are indications that culture exerts very important and wide-ranging effects on justice behavior including even generally shaping the likelihood that individuals will experience feelings of injustice" (James, 1993, p. 22). Second, globalization has led to the interrelatedness of world economies.Thus, most organizations not only operate in several countries, but they also employ people from different nationalities and cultural backgrounds. The resulting challenge is to find new ways of managing a culturally diverse workforce. Third, justice is inherent to any organized social group. As examples of social systems, organizations are arenas of justice concerns because their members compete for limited resources. The resources for which they compete include tangibles, such as money but also intangibles, such as status, power, and prestige (e.g., Tajfel & Turner, 1979; Turner, 1985). In the following lines, I elaborate on the three reasons why a book on culture and organizational justice is needed and timely.

This book analyzes the impact of culture on employee justice judgments and reactions to perceptions of fairness and unfairness. I start this book with the following two questions. Why is a book on culture and organizational justice needed? What does such a book add to the extant literature on organizational justice, especially, after the publication of the landmark work of Colquitt and Greenberg (2005), Handbook of Organizational Justice? Although there are no easy answers to these questions, in the following lines, I explain the reasons why a book on culture and justice is not only needed but also timely. There are at least three reasons for which a book on culture and organizational justice is needed. First, a book on culture and organizational justice is needed because "there are indications that culture exerts very important and wide-ranging effects on justice behavior including even generally shaping the likelihood that individuals will experience feelings of injustice" (James, 1993, p. 22). Second, globalization has led to the interrelatedness of world economies.Thus, most organizations not only operate in several countries, but they also employ people from different nationalities and cultural backgrounds. The resulting challenge is to find new ways of managing a culturally diverse workforce. Third, justice is inherent to any organized social group. As examples of social systems, organizations are arenas of justice concerns because their members compete for limited resources. The resources for which they compete include tangibles, such as money but also intangibles, such as status, power, and prestige (e.g., Tajfel & Turner, 1979; Turner, 1985). In the following lines, I elaborate on the three reasons why a book on culture and organizational justice is needed and timely.

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.

The purpose of this book is to document the work of the Show-Me Project (1997–2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project.

We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers’ personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.

The purpose of this book is to document the work of the Show-Me Project (1997–2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project.

We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers’ personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.

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.

Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership.

The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.

Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership.

The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.

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.

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University. Applied baccalaureate degrees incorporate higher-order thinking skills and advanced technical knowledge and skills with applied coursework. BAAS students may also earn college-level credits through prior learning assessment (PLA), evaluating and credentialing knowledge and skills gained outside the classroom. The organization and content of this book provides adult degree program faculty and leaders an example of how one required textbook develops and supports the outcomes and activities in all the core courses of an interdisciplinary degree program designed for post-traditional adult learners.

The majority of the students earning the BAAS degree are post-traditional students. They are often defined with some or all of these characteristics: over age 25 years old when starting or returning to college, may not have a traditional high school diploma, enroll part-time, work full-time, are financially independent, have dependents other than a spouse and may be a single parent. These students juggle multiple roles and responsibilities in the family, workplace, and community. Post-traditional students bring rich work/life experiences, may be experiencing personal and/or professional transitions, have clear career goals, and often finance their education. They seek flexible programs including online education, PLA, and accelerated course formats. Thus, post-traditional students want active, collaborative, and interactive learning relevant to career and other roles and goals.

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University. Applied baccalaureate degrees incorporate higher-order thinking skills and advanced technical knowledge and skills with applied coursework. BAAS students may also earn college-level credits through prior learning assessment (PLA), evaluating and credentialing knowledge and skills gained outside the classroom. The organization and content of this book provides adult degree program faculty and leaders an example of how one required textbook develops and supports the outcomes and activities in all the core courses of an interdisciplinary degree program designed for post-traditional adult learners.

The majority of the students earning the BAAS degree are post-traditional students. They are often defined with some or all of these characteristics: over age 25 years old when starting or returning to college, may not have a traditional high school diploma, enroll part-time, work full-time, are financially independent, have dependents other than a spouse and may be a single parent. These students juggle multiple roles and responsibilities in the family, workplace, and community. Post-traditional students bring rich work/life experiences, may be experiencing personal and/or professional transitions, have clear career goals, and often finance their education. They seek flexible programs including online education, PLA, and accelerated course formats. Thus, post-traditional students want active, collaborative, and interactive learning relevant to career and other roles and goals.

The purpose of this publication is to provide school leaders and other educators with insight into practical uses of data and how to create school cultures conducive to effective data use. Practicing school leaders can benefit from this publication as well as teachers who use data in their classrooms to drive instruction. Another use of this book is for graduate schools that prepare K-12 school leaders.

Because of accountability and the importance of data use in schools, data driven decisions and the effective use of data are critical. In A Guide to Data-Driven Leadership in Modern Schools, the use of data as aligned to educational reform is discussed. Accountability and standardized testing are vital elements of reform. The culture must be created in schools to address multi- facets of data use which is presented in Chapter 2 of the publication.

The use of data should guide/inform decisions linked to both management and instruction in schools. In Chapter 3, the use of data to inform management is discussed; and the use of data to inform instruction is presented in Chapter 4. Practices of effective management and instructional leadership are obsolete without effective personnel in schools. The use of data in personnel evaluations is explored in Chapter 5.

The purpose of this publication is to provide school leaders and other educators with insight into practical uses of data and how to create school cultures conducive to effective data use. Practicing school leaders can benefit from this publication as well as teachers who use data in their classrooms to drive instruction. Another use of this book is for graduate schools that prepare K-12 school leaders.

Because of accountability and the importance of data use in schools, data driven decisions and the effective use of data are critical. In A Guide to Data-Driven Leadership in Modern Schools, the use of data as aligned to educational reform is discussed. Accountability and standardized testing are vital elements of reform. The culture must be created in schools to address multi- facets of data use which is presented in Chapter 2 of the publication.

The use of data should guide/inform decisions linked to both management and instruction in schools. In Chapter 3, the use of data to inform management is discussed; and the use of data to inform instruction is presented in Chapter 4. Practices of effective management and instructional leadership are obsolete without effective personnel in schools. The use of data in personnel evaluations is explored in Chapter 5.

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.

This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller’s journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing.

Professor Miller’s book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom.

This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller’s journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing.

Professor Miller’s book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom.

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.

The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction.

This book will assist the reader in understanding the important factors in regards to online education. This book would also provide the foundational information, tools, and resource information needed to design, develop, and teach a learner centered online course or modules of instruction. This book would be a valuable resource for any educator interested in teaching online and for those who may already by teaching online. Educators in a variety of areas wishing to learn more about online teaching, course design, and course development could benefit from this book. This book could also serve as a text book for undergraduate and graduate courses related to online teaching, course design, and course development. This book could also serve as an administrative resource and guide for programs developing online courses and for faculty training and professional development purposes.

The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction.

This book will assist the reader in understanding the important factors in regards to online education. This book would also provide the foundational information, tools, and resource information needed to design, develop, and teach a learner centered online course or modules of instruction. This book would be a valuable resource for any educator interested in teaching online and for those who may already by teaching online. Educators in a variety of areas wishing to learn more about online teaching, course design, and course development could benefit from this book. This book could also serve as a text book for undergraduate and graduate courses related to online teaching, course design, and course development. This book could also serve as an administrative resource and guide for programs developing online courses and for faculty training and professional development purposes.

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.

In today's dynamic business landscape, the effective management of risk is paramount to the success and resilience of any organization. A Notion of Enterprise Risk Management presents a comprehensive exploration of practices, policies, and frameworks that enable businesses to navigate a myriad of risks.

Contributions from a global team of authors provides a range of insights on Enterprise Risk Management (ERM) and its pivotal role in safeguarding organizations against potential hazards. Drawing on contemporary research, it addresses the unique challenges posed by Industry 4.0, exploring the intersection of risks and cultural shifts within the business landscape. Key topics include the transformative potential of machine learning; big data; and IoT in the domain of enterprise risk management.

With its comprehensive coverage and diverse perspectives, A Notion of Enterprise Risk Management is an indispensable resource for individuals involved in any form of risk management. Whether you are an academic researcher, a seasoned practitioner, or a policymaker, this book will equip you with the knowledge and tools necessary to navigate the complexities of enterprise risk management.

Remember the pots hammered by spoons from high Manhattan windows, and parades of cars and pick-up trucks holding dear the medical professionals responding to covid-19. This book is part of that chorus, that march, to express appreciation for the giving of care. And beyond doctors and nurses, bless their hearts, to mothers caring for their babies, for captains for their teams, for the soon-to-be widowers for their wives and teachers for their students, but also for the ranchers for their cattle and the contemplative world for our environment. This is a book to think more closely of the support for care, individual as it so often will be, to be woven more closely together in a paradigm of care.

Care is always prominent. Care for others, of the family, care for those of the tribe, care for animals and homes and gardens and properties, self-care. And the purse. Even without teaching, compensation, or legislation, care survives, but even with these helpings, it falls short of the need. We live in a crisis of care. Thinking explicitly and beyond health care. There is no mechanism of state and conscience that delivers care to all the venues of need, and seldom in the amounts needed. The reservoirs of care are far from empty, but at a mark that needs topping up. There is need for care advocacy, a care ethic, a paradigm. This book is about that paradigm.

A care paradigm may bring comfort and recovery more fully to the people and organic creations of the world. The paradigm hears the moan of indifference. It draws upon the eyes of the heart. The paradigm is about how we see the need for care. The care paradigm, the grand beholding, is manifest in how we provide for others, how we nurture them, give succor, how we are disposed, and are not, to sacrifice to relieve their hurt. It is not only caring for those visibly needing care, unable to care for themselves, but caring for all. It is having a disposition that the hurts, large and small, that all of us carry, arouse concern and appreciation from and for each individual, the community and the world.

Remember the pots hammered by spoons from high Manhattan windows, and parades of cars and pick-up trucks holding dear the medical professionals responding to covid-19. This book is part of that chorus, that march, to express appreciation for the giving of care. And beyond doctors and nurses, bless their hearts, to mothers caring for their babies, for captains for their teams, for the soon-to-be widowers for their wives and teachers for their students, but also for the ranchers for their cattle and the contemplative world for our environment. This is a book to think more closely of the support for care, individual as it so often will be, to be woven more closely together in a paradigm of care.

Care is always prominent. Care for others, of the family, care for those of the tribe, care for animals and homes and gardens and properties, self-care. And the purse. Even without teaching, compensation, or legislation, care survives, but even with these helpings, it falls short of the need. We live in a crisis of care. Thinking explicitly and beyond health care. There is no mechanism of state and conscience that delivers care to all the venues of need, and seldom in the amounts needed. The reservoirs of care are far from empty, but at a mark that needs topping up. There is need for care advocacy, a care ethic, a paradigm. This book is about that paradigm.

A care paradigm may bring comfort and recovery more fully to the people and organic creations of the world. The paradigm hears the moan of indifference. It draws upon the eyes of the heart. The paradigm is about how we see the need for care. The care paradigm, the grand beholding, is manifest in how we provide for others, how we nurture them, give succor, how we are disposed, and are not, to sacrifice to relieve their hurt. It is not only caring for those visibly needing care, unable to care for themselves, but caring for all. It is having a disposition that the hurts, large and small, that all of us carry, arouse concern and appreciation from and for each individual, the community and the world.

Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships.

This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online.

The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.

Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships.

This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online.

The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.

Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that “we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon”. At the end of 2019, almost 80 million people had been forced to leave the place they called home “as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order,” according to the United Nations High Commission for Refugees.

This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a society—regardless of whether one is a citizen.