Products

This chapter provides an overview of the antioxidant nutraceutical compounds found in apples. Apples have always been recognised as foods with high nutritional value. In addition, their health benefits have always been the subject of intense research. This chapter summarises the characteristics and properties of the antioxidant compounds found in apples, their bioavailability, and the mechanisms by which they exert their antioxidant effects. The effects of maturation, ripening, and post-harvesting on the resulting antioxidant content are also discussed.

Pigs are exposed to numerous infectious disease pathogens, with large economic and welfare implications. How pigs respond to disease is in part determined by genetics. Thus, genetic improvement is one of the tools that can be used to mitigate the impact of disease, complementing biosecurity and vaccination. Although gene editing is a promising tool to create pigs that are resistant to specific pathogens, this is complicated by the multitude of pathogens that pigs are exposed to, their ability to evolve to escape resistance, and the threat of foreign pathogens. The purpose of this chapter is to review mechanisms of host defense to infectious pathogens, including the concepts of resistance, tolerance, resilience, and robustness, and strategies and challenges to use natural genetic variation to select pigs that are more resilient and robust, including the use of genomics and other -omics technologies.

Genetic selection for higher ovulation rate has increased the number of piglets born per litter. The increase in litter size has been accompanied by an increased proportion of low birthweight piglets and piglets with signs of intra uterine growth restriction (IUGR), Conception rates have increased substantially over the years due to genetic selection for ovulation rate and the application of advanced reproductive biotechnologies and nutritional management. Using genome-wide association studies (GWAS) and other methodologies, a number of genes have been identified that influence litter size and teat number. To overcome problems associated with low birth weight and IUGR piglets, selection for uterine capacity appears to be necessary. Finally, selection for favourable maternal behaviour also is required to reduce piglet mortality in large litters. Genetic selection efforts should be directed towards increasing litter quality and reducing post-natal piglet mortality.

This chapter reviews the latest scientific studies on the health benefits of apples, including fresh, canned, frozen, dried and/or juice (clear and cloudy) and their phytochemicals. Due to their popularity, accessibility and high nutritional content, apples have been the subject of many scientific studies targeting chronic disease prevention. Their consumption has been correlated with positive outcomes for a variety of diseases, including cancer, diabetes, osteoporosis, cardiovascular disease, cognitive and lung disorders.

This chapter explores the advances in understanding the role of soil microbiomes in carbon cycling in soil. The author begins by reviewing the contributions of bacterial and fungal necromass to soil carbon, and the roles of soil microbial biomass in carbon cycling. Here, he describes how soil microbiomes regulate carbon cycling through both catabolic and anabolic processes, modulated by metabolic properties and processes such as life history strategy, carbon use efficiency, and priming. The author then turns his attention to how the role of soil microbiomes in soil carbon cycling can be modelled, how these models represent our best conceptual understanding of the structure of the system, and the ways that quantitative predictions are improved by explicitly including the functional traits of the soil microbiome and its activities. Lastly, the author provides a case study of soil microbiomes as an indicator of biological soil health.

Agricultural productivity varies frequently as a result of environmental changes. Abiotic stresses, such as nutrient deficiencies, drought, salinity, flooding, high temperature, heavy metal toxicities, and oxidative stress, cause irretrievable damage, resulting in plant growth and yield loss. The relationship between plants and microbiomes is a highly dynamic system. The plant microbiome consists of symbiotic and free-living plant growth-promoting bacteria and fungi. In the last era, many microbes that give hosts the ability to withstand abiotic stresses have been well-studied. Their beneficial association with plants allows the plant to endure different abiotic stresses imposed on it, thereby enhancing its sustainable productivity. For sustenance, it is crucial to comprehend microbiome-assisted mechanisms for extenuating abiotic stresses. This chapter reviews the wealth of knowledge on the roles of various microorganisms in mitigating abiotic stresses, focussing largely on drought stress.

Understanding the soil microbiomes function is critical for the sustainable provision of food and fibre and the prevention of undesirable environmental impacts. Nitrogen, an essential element for agricultural production, is cycled through the soil-plant continuum by the soil microbiome. Discrete compartments within the soil, including the rhizosphere and detritusphere, function as hotspots for N cycling. Nitrogen cycling in the rhizosphere is affected by fertiliser use, tillage and plant selection. The rhizosphere offers an opportunity for plant-based management of N cycling via the use of tools such as biological nitrification inhibitors. The detritusphere is recognised as an equally important zone of N cycling, partially due to its effect on denitrification and greenhouse gas emission. Understanding of N cycling within mineral-associated organic matter has increased but will continue to be an important research topic along with the effects of viruses on microbial turnover and associated impacts on nutrient cycling.

Turfgrasses are frequently grown in environments with less than optimal conditions, which ultimately negatively impacts plant growth and development. Between a changing environment and a desire to reduce inputs, turfgrasses will be exposed to even more stressful conditions. Understanding a plant's physiology and how they respond to stressful conditions is essential to developing turf areas that are able to maintain high levels of performance. This chapter covers physiological responses to four of the most common abiotic stress conditions: drought, heat, freezing, and salinity stresses. The chapter focuses on recent research that has improved our understanding of how these stresses damage plants and how in turn plants respond to tolerate these conditions. Knowledge of turfgrass physiology and their responses to different environments are essential to achieve sustainable turf areas in the future.

Ground penetrating radar (GPR) can be used for a variety of agricultural applications. This chapter summarizes the GPR background needed to apply this technique to agriculture, including a review of basic principles, data acquisition, and data processing methods. Recent advances in each of these areas are described. Applications to soil mapping, soil water content characterization, compaction, and root mass detection are discussed. A case study using GPR groundwaves to map the soil water content at two depths is presented. The chapter concludes with a summary of current capabilities and suggestions for future work.

Diffuse reflectance spectroscopy is a method that has been successfully used to estimate soil organic carbon, organic matter, and numerous other properties related to soil health. In this chapter, we introduce the concept of soil health and the need for sensor-based soil health measurements. We then review methods of soil spectroscopy, including instrumentation and modeling methods for both laboratory and in-situ sensing. The ability of spectroscopy to estimate key soil health properties is covered along with the potential advantages of merging other sensor data with spectral data. The chapter concludes with a case-study example, an exploration of future trends, and suggested sources of additional information.

Visual perception is key to most agricultural robots in order to make sense of their surroundings, necessary to make decisions and apply actions. This chapter will start with an overview of image sensors, systems, and typical vision tasks in agricultural robotics. Despite great progress in the past decade due to the introduction of deep neural networks, robots face two big challenges in perceiving the agricultural environment: the challenges of variation and incomplete information. Both challenges and available solutions are discussed in this chapter. However, the challenges are not yet solved. The chapter therefore ends with an outline of future research to approach the challenges and to allow successful use of robots in agriculture.

Performing tasks in the agri-food industry can be complex due to the organic, unstructured environments and natural variation in product. Successfully implementing robotic systems in such contexts is highly dependent on their capacity to adapt to variability, unpredictability and incomplete sensor data. Given the multitude of potential unexpected scenarios, it is no longer satisfactory to create fixed plans and controllers for the robot to address a task. Instead, it is essential to model our knowledge of the task and of the robot's operating environment, which is the central concept referred to as a ‘world model’ (WM). In this chapter, we elaborate on the notion of a WM and demonstrate how various WM types can be applied to address tasks in the agri-food domain. In addition to the prevalent geometric world models, we provide an example of the application of a topological WM in an environment devoid of geometric structure. We discuss several topics to improve robustness of task execution, such as multi-modal redundant skills and the use of invariants to describe the world, rather than relying on exact parameters. We argue that robots require an explicit WM as a central component in their software architecture. The software implementation of the WM holds the necessary information about the environment and configuration parameters of the system which are necessary to configure action and detection skills and interpret sensor information. In the future, we argue that these WMs will enable robots to reason online about the situation at hand and on the correct actions to perform to progress the task. The explicit nature of the WM allows robots to share their knowledge, which is crucial when collaborating with humans or other robots.

Gender Transformative Approaches (GTAs) are increasingly used in development research and practice as a way to transform constraining gender norms that limit smallholder women’s engagement in agrifood systems. The literature on GTAs underscores the need to consider diverse identities and experiences in the design of interventions. Nevertheless, efforts to embed an intersectional lens into gender transformative work are fragmented, and operationalization of intersectionality is limited. Our literature review (2010-2023) confirms this: of 94 sources on key GTA publications, only 56 mention the need for intersectional considerations, with very few empirical studies. The limited use of an intersectional approach in gender transformative research and practice translates into a lack of empirical evidence. This chapter advances distinct ways to apply an intersectional lens to strengthen GTAs in agrifood systems; particularly, to the benefit of women smallholder farmers. Through critical examination of power structures, GTAs can pave the way for greater social justice.

This book features sixteen chapters written by distinguished scholars who collectively point to a roadmap for advancing business ethics education at a critical juncture in the history of corporate America. The editors frame the book with an introductory chapter that details a gold standard for delivering ethics in the business school curriculum that signals to students that ethics matters, provides an adequate counterbalance to the amoral subtext that dominates much of business education, remedies assessment problems associated with current accrediting standards, and prepares students for newly minted and fast-growing careers in ethics compliance, risk management, and corporate social responsibility.

The chapters that follow lay out some challenges and opportunities that administrators and educators need to address in order to improve business ethics education and business school reputations in a post-Enron climate. Both traditional and experimental perspectives on delivering ethics in the curriculum are covered in conjunction with research that substantiates the potential for improving student ethics competencies after exposure to ethics coursework. Methods for incorporating ethics in various subjects, including accounting, corporate governance, environmentalism, global business, managerial decision making, and human resource management are also given as part of the roadmap for advancing business ethics education.

This book features sixteen chapters written by distinguished scholars who collectively point to a roadmap for advancing business ethics education at a critical juncture in the history of corporate America. The editors frame the book with an introductory chapter that details a gold standard for delivering ethics in the business school curriculum that signals to students that ethics matters, provides an adequate counterbalance to the amoral subtext that dominates much of business education, remedies assessment problems associated with current accrediting standards, and prepares students for newly minted and fast-growing careers in ethics compliance, risk management, and corporate social responsibility.

The chapters that follow lay out some challenges and opportunities that administrators and educators need to address in order to improve business ethics education and business school reputations in a post-Enron climate. Both traditional and experimental perspectives on delivering ethics in the curriculum are covered in conjunction with research that substantiates the potential for improving student ethics competencies after exposure to ethics coursework. Methods for incorporating ethics in various subjects, including accounting, corporate governance, environmentalism, global business, managerial decision making, and human resource management are also given as part of the roadmap for advancing business ethics education.

The UN Global Study on Children Deprived of Liberty detailed many children’s poor experiences in detention, highlighting the urgent need for reform.

Applying a child-centred model of detention that fulfils the rights of the child under the five themes of provision, protection, participation, preparation and partnership, this original book illustrates how reform can happen. Drawing on Ireland’s experience of transforming law, policy and practice, and combining theory with real-life experiences, this compelling book demonstrates how children’s rights can be implemented in detention.

This important case study of reform presents a powerful argument for a progressive, rights-based approach to child detention. Worthy of international application, the book shares practical insights into how theory can be translated into practice.

The UN Global Study on Children Deprived of Liberty detailed many children’s poor experiences in detention, highlighting the urgent need for reform.

Applying a child-centred model of detention that fulfils the rights of the child under the five themes of provision, protection, participation, preparation and partnership, this original book illustrates how reform can happen. Drawing on Ireland’s experience of transforming law, policy and practice, and combining theory with real-life experiences, this compelling book demonstrates how children’s rights can be implemented in detention.

This important case study of reform presents a powerful argument for a progressive, rights-based approach to child detention. Worthy of international application, the book shares practical insights into how theory can be translated into practice.

Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place. This raises the question if educational psychology theorizing and findings can be adopted to inform and guide teaching and learning in different cultures. As such, there is a compelling and timely need for educational psychology researchers to harness advanced cross-cultural research designs and look at the different key facets of student and teacher academic careers from a cross-cultural perspective. Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology and has also edited a book series on Research on Sociocultural Influences on Motivation and Learning (Information Age Publishing). His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney’s numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person. In this festschrift, the editors seek to extend the scholarly contributions of Dennis McInerney by inviting internationally recognized and leading educational psychology scholars who have inspired and been inspired by his work to re-examine their research expertise from a cross-cultural perspective. The volume aims to stimulate researchers, scholars, and graduate students in their endeavor to re-look their research from a cross-cultural lens.

Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place. This raises the question if educational psychology theorizing and findings can be adopted to inform and guide teaching and learning in different cultures. As such, there is a compelling and timely need for educational psychology researchers to harness advanced cross-cultural research designs and look at the different key facets of student and teacher academic careers from a cross-cultural perspective. Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology and has also edited a book series on Research on Sociocultural Influences on Motivation and Learning (Information Age Publishing). His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney’s numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person. In this festschrift, the editors seek to extend the scholarly contributions of Dennis McInerney by inviting internationally recognized and leading educational psychology scholars who have inspired and been inspired by his work to re-examine their research expertise from a cross-cultural perspective. The volume aims to stimulate researchers, scholars, and graduate students in their endeavor to re-look their research from a cross-cultural lens.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them.

Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processes

involved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism.

Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them.

Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processes

involved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism.

Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels. The authors have tackled issues such as educational productivity and achievement and other outcomes; forms of social capital in the home, school, and community; innovative measurement and design approaches to understanding achievement and similar outcomes; and international studies for understanding U.S. productivity. This book acquires greater timeliness with the passing of President George W. Bush’s federal education legislation, the No Child Left Behind Act, intended to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels. The authors have tackled issues such as educational productivity and achievement and other outcomes; forms of social capital in the home, school, and community; innovative measurement and design approaches to understanding achievement and similar outcomes; and international studies for understanding U.S. productivity. This book acquires greater timeliness with the passing of President George W. Bush’s federal education legislation, the No Child Left Behind Act, intended to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

In a world where basic human rights are under attack and discrimination is widespread, Advancing Equality reminds us of the critical role of constitutions in creating and protecting equal rights. Combining a comparative analysis of equal rights in the constitutions of all 193 United Nations member countries with inspiring stories of activism and powerful court cases from around the globe, the book traces the trends in constitution drafting over the past half century and examines how stronger protections against discrimination have transformed lives. Looking at equal rights across gender, race and ethnicity, religion, sexual orientation and gender identity, disability, social class, and migration status, the authors uncover which groups are increasingly guaranteed equal rights in constitutions, whether or not these rights on paper have been translated into practice, and which nations lag behind. Serving as a comprehensive call to action for anyone who cares about their country’s future, Advancing Equality challenges us to remember how far we all still must go for equal rights for all.

In a world where basic human rights are under attack and discrimination is widespread, Advancing Equality reminds us of the critical role of constitutions in creating and protecting equal rights. Combining a comparative analysis of equal rights in the constitutions of all 193 United Nations member countries with inspiring stories of activism and powerful court cases from around the globe, the book traces the trends in constitution drafting over the past half century and examines how stronger protections against discrimination have transformed lives. Looking at equal rights across gender, race and ethnicity, religion, sexual orientation and gender identity, disability, social class, and migration status, the authors uncover which groups are increasingly guaranteed equal rights in constitutions, whether or not these rights on paper have been translated into practice, and which nations lag behind. Serving as a comprehensive call to action for anyone who cares about their country’s future, Advancing Equality challenges us to remember how far we all still must go for equal rights for all.

The objective with the Strategic Interest Group in Entrepreneurship (SIG Entrepreneurship) of the European Academy of Management (EURAM) is to be the leading research community for engaged entrepreneurship scholars in Europe. The SIG Entrepreneurship aims at promoting research and networking interests for individuals and research groups focused on entrepreneurship and entrepreneurial styles of management. This is done by providing a wide-ranging, engaged and internationally-focused forum to discuss and develop research and practice in the field. We put a distinct focus on the key European feature – ‘context matter’ – why we try in all activities to promote and stimulate what ‘European’ might mean in any given context. It means different things in different contexts – and that is the whole point – and thereby the key strength of the European takes on the matter as we see it. This is our idea of the European perspective on entrepreneurship.

The tradition of European scholars on entrepreneurship and SMEs system has been consolidated during the last three decades and an increasingly distinct European school of thought has emerged as a consequence. This development provides a solid base for the future development of the field where Europe and its entrepreneurship scholars will play an increasingly prominent role. With this concern, this book has been managed, gathering the best contributions of our annual meeting re-edited and improved. The central theme is presenting entrepreneurship understood as a working attitude, a mode of thinking, a concrete everyday practice and increasingly an identity marker for ways of being and living within liquid modernity. Entrepreneurship is nowadays a broadly endorsed and accepted signifier for forms of organizing that targets human, organizational and economic renewal and growth.

The objective with the Strategic Interest Group in Entrepreneurship (SIG Entrepreneurship) of the European Academy of Management (EURAM) is to be the leading research community for engaged entrepreneurship scholars in Europe. The SIG Entrepreneurship aims at promoting research and networking interests for individuals and research groups focused on entrepreneurship and entrepreneurial styles of management. This is done by providing a wide-ranging, engaged and internationally-focused forum to discuss and develop research and practice in the field. We put a distinct focus on the key European feature – ‘context matter’ – why we try in all activities to promote and stimulate what ‘European’ might mean in any given context. It means different things in different contexts – and that is the whole point – and thereby the key strength of the European takes on the matter as we see it. This is our idea of the European perspective on entrepreneurship.

The tradition of European scholars on entrepreneurship and SMEs system has been consolidated during the last three decades and an increasingly distinct European school of thought has emerged as a consequence. This development provides a solid base for the future development of the field where Europe and its entrepreneurship scholars will play an increasingly prominent role. With this concern, this book has been managed, gathering the best contributions of our annual meeting re-edited and improved. The central theme is presenting entrepreneurship understood as a working attitude, a mode of thinking, a concrete everyday practice and increasingly an identity marker for ways of being and living within liquid modernity. Entrepreneurship is nowadays a broadly endorsed and accepted signifier for forms of organizing that targets human, organizational and economic renewal and growth.

In a world facing multiple intersecting crises, the push for healthier, more resilient societies has never been more urgent. This timely book reveals how empowered and organised communities can lead this change. It offers policy makers, academics, and activists research-driven insights, decolonial perspectives and real-world examples of organising and collective actions from across the global North and South.

By centring on the power of community development, participation, and social movements, the book delivers actionable frameworks to tackle inequality and advance the right to health, making it an essential resource for anyone committed to health justice and for building equitable and sustainable health systems worldwide.

In a world facing multiple intersecting crises, the push for healthier, more resilient societies has never been more urgent. This timely book reveals how empowered and organised communities can lead this change. It offers policy makers, academics, and activists research-driven insights, decolonial perspectives and real-world examples of organising and collective actions from across the global North and South.

By centring on the power of community development, participation, and social movements, the book delivers actionable frameworks to tackle inequality and advance the right to health, making it an essential resource for anyone committed to health justice and for building equitable and sustainable health systems worldwide.

Originally published in 1983, this authoritative work has been the guide for thousands of Taekwondo Black Belts as they advanced in their training. Whether your training is for self-defense, forms competition, or for preparation for Olympic games, this newly revised edition provides beginner/intermediate to advance level training to assist you on your journey in Taekwondo.

Contents include:

• History, Philosophy, and Meditation.
• Hand and Foot Techniques.
• Sparring Techniques.
• Self-defense Techniques.
• Breaking Techniques.
• Nine Black Belt Forms – required for promotion by the World Taekwondo Federation, and used in sanctioned international Taekwondo competitions.
• Eight Taegeuk Forms – required for promotion of all color belts and 1st dan black belt, and used in sanctioned international Taekwondo competitions.
• Rules and regulations of the World Taekwondo Federation including sparring and poomsae competitions.

The popularity of Taekwondo is ever increasing. This is apparent in the tens of millions of practitioners worldwide, and by the inclusion of Taekwondo in the summer Olympic games. With all its popularity, it is paramount that the art be handed down in a clear, knowledgeable, and sustainable way - this book does just that.

The primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education.

The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran’s status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented.

Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

The primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education.

The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran’s status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented.

Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

The purpose of this series of books is to advance the knowledge in the service-learning research field. More importantly, this research is to be used to transform the field. This transformation will come from realizing both the history of service-learning and trying to imagine what the future may look like.

The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.

The purpose of this series of books is to advance the knowledge in the service-learning research field. More importantly, this research is to be used to transform the field. This transformation will come from realizing both the history of service-learning and trying to imagine what the future may look like.

The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.

This volume investigates the ways in which Q methodology can uncover and foreground new perspectives and contribute to language education and language policy research. It demonstrates the flexibility of this research methodology in addressing dynamic and complex language issues across a variety of educational topics and geographical contexts. The chapter authors use Q methodology to explore topics such as identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programmes, curricula and policies. These contributions highlight Q methodology’s potential to inform theoretical developments by revealing fresh perspectives on contemporary issues and generating new hypotheses. They foster further Q methodology research, demonstrating how it can contribute to a science of subjectivity and allow researchers to value the perspectives of all stakeholders for more inclusive research. This book will be of interest to graduate students and researchers in language education and language policy research and those in the broader field of social sciences looking to expand their knowledge of the methodology and how it can be used to study contemporary, dynamic and complex issues.

This book contains an Open Access Chapter.

Latinas represent one of the fastest-growing populations in the US, yet Latina faculty in science, technology, engineering, and mathematics (STEM) careers remain underrepresented. Advancing Latinas in STEM Academic Careers shares ideas, strategies, and best practices in the following areas: (1) work-life issues, policies/practices, mentoring, and climate that affect the pathways/pipelines, recruitment, retention, and advancement/leadership of Latinas in academic STEM careers; (2) challenges and opportunities for STEM Latinas across faculty rank and within and outside academia; (3) best practices and lessons learned in the recruitment and advancement of STEM Latinas; (4) intersectionality issues, particularly those related to gender and ethnic diversity in STEM; and (5) pipeline/pathways for advancing Latinas in STEM.

Academic research in STEM is often conducted without the perspectives of members of underrepresented groups, including Latinas. An increase in the number and representation of underrepresented minorities and women in STEM has the capacity to build more informed public policy formulation, discussion, and implementation. Having an inclusive STEM faculty that advances Latinas exposes students to a range of perspectives and experiences, counters stereotypes students might have about Latinas and BIPOC populations, strengthens the pipeline for Latina/o students, and prepares non-Latina/o students to work productively in an increasingly diverse and competitive workforce. The audience for this book includes researchers in STEM equity and Latina/o studies, college and university administrators, and faculty, especially Hispanic Serving Institutions seeking knowledge, best practices, and resources for advancing Latinas in STEM academic careers.

This book contains an Open Access Chapter.

Latinas represent one of the fastest-growing populations in the US, yet Latina faculty in science, technology, engineering, and mathematics (STEM) careers remain underrepresented. Advancing Latinas in STEM Academic Careers shares ideas, strategies, and best practices in the following areas: (1) work-life issues, policies/practices, mentoring, and climate that affect the pathways/pipelines, recruitment, retention, and advancement/leadership of Latinas in academic STEM careers; (2) challenges and opportunities for STEM Latinas across faculty rank and within and outside academia; (3) best practices and lessons learned in the recruitment and advancement of STEM Latinas; (4) intersectionality issues, particularly those related to gender and ethnic diversity in STEM; and (5) pipeline/pathways for advancing Latinas in STEM.

Academic research in STEM is often conducted without the perspectives of members of underrepresented groups, including Latinas. An increase in the number and representation of underrepresented minorities and women in STEM has the capacity to build more informed public policy formulation, discussion, and implementation. Having an inclusive STEM faculty that advances Latinas exposes students to a range of perspectives and experiences, counters stereotypes students might have about Latinas and BIPOC populations, strengthens the pipeline for Latina/o students, and prepares non-Latina/o students to work productively in an increasingly diverse and competitive workforce. The audience for this book includes researchers in STEM equity and Latina/o studies, college and university administrators, and faculty, especially Hispanic Serving Institutions seeking knowledge, best practices, and resources for advancing Latinas in STEM academic careers.

Giving new insight into the theories behind management literature reviews, Advancing Methodologies of Conducting Literature Review in Management Domain explores a range of novel ideas on how to plan, organize, synthesize, and present the results from previous literature from across management research. Specific areas examined in this volume include planning and setting the objectivity of review papers, search processes, data selection and screening, review types and designs, and evaluation criteria, validity, and reliability.

Over the past thirty years, student assessment has become an increasingly important component of public education. A variety of methodologies in testing have been developed to obtain and interpret the wealth of assessment outcomes. As assessment goals are getting increasingly multifaceted, new testing methodologies are called for to provide more accessible and reliable information on more complex constructs or processes, such as students' critical thinking and problem-solving skills.

Testing methodologies are needed to extract information from assessments on such complicated skills, in order to advise teachers about certain areas of students that need intervention. It is even a bigger challenge, and a vital mission of today’s large-scale assessments, to gain such information from testing data in an efficient manner. For example PARCC and Smarter Balanced Assessments consortia are both striving to offer formative assessments through individualized, tailored testing. The book provides state-of-the-art coverage on new methodologies to support tradit ional summative assessment, and more importantly, for emerging formative assessments.

Over the past thirty years, student assessment has become an increasingly important component of public education. A variety of methodologies in testing have been developed to obtain and interpret the wealth of assessment outcomes. As assessment goals are getting increasingly multifaceted, new testing methodologies are called for to provide more accessible and reliable information on more complex constructs or processes, such as students' critical thinking and problem-solving skills.

Testing methodologies are needed to extract information from assessments on such complicated skills, in order to advise teachers about certain areas of students that need intervention. It is even a bigger challenge, and a vital mission of today’s large-scale assessments, to gain such information from testing data in an efficient manner. For example PARCC and Smarter Balanced Assessments consortia are both striving to offer formative assessments through individualized, tailored testing. The book provides state-of-the-art coverage on new methodologies to support tradit ional summative assessment, and more importantly, for emerging formative assessments.

Divided into three thematic parts to guide the reader, this important volume documents the development and implementation of refugee policy in South Africa over a 10-year period from 1996 until 2006. In doing so, it addresses issues of detention, gender, children and health as well as welfare policies for refugees. The contributions, all written by academics and practitioners of refugee protection, vividly illustrate the tangible shifts and concerns of a process that is not only aimed at establishing policies and legislation but also practices concerning refugees.

Divided into three thematic parts to guide the reader, this important volume documents the development and implementation of refugee policy in South Africa over a 10-year period from 1996 until 2006. In doing so, it addresses issues of detention, gender, children and health as well as welfare policies for refugees. The contributions, all written by academics and practitioners of refugee protection, vividly illustrate the tangible shifts and concerns of a process that is not only aimed at establishing policies and legislation but also practices concerning refugees.

Leaders and followers live in a relational world—a world in which leadership occurs in complex webs of relationships and dynamically changing contexts. Despite this, our theories of leadership are grounded in assumptions of individuality and linear causality. If we are to advance understandings of leadership that have more relevance to the world of practice, we need to embed issues of relationality into leadership studies.

This volume addresses this issue by bringing together, for the first time, a set of prominent scholars from different paradigmatic and disciplinary perspectives to engage in dialogue regarding how to meet the challenges of relationality in leadership research and practice. Included are cutting edge thinking, heated debate, and passionate perspectives on the issues at hand. The chapters reveal the varied and nuanced treatments of relationality that come from authors’ alternative paradigmatic (entity, constructionist, critical) views. Dialogue scholars—reacting to the chapters—engage in spirited debate regarding the commensurability (or incommensurability) of the paradigmatic approaches. The editors bring the dialogue together with introductory and concluding chapters that offer a framework for comparing and situating the competing assumptions and perspectives spanning the relational leadership landscape. Using paradigm interplay they unpack assumptions, and lay out a roadmap for relational leadership research. A key takeaway is that advancing relational leadership research requires multiple paradigmatic perspectives, and scholars who are conversant in the assumptions brought by these perspectives.

The book is aimed at those who feel that much of current leadership thinking is missing the boat in today’s complex, relational world. It provides an essential resource for all leadership scholars and practitioners curious about the nature of research on leadership, both those with much research exposure and those new to the field.

Leaders and followers live in a relational world—a world in which leadership occurs in complex webs of relationships and dynamically changing contexts. Despite this, our theories of leadership are grounded in assumptions of individuality and linear causality. If we are to advance understandings of leadership that have more relevance to the world of practice, we need to embed issues of relationality into leadership studies.

This volume addresses this issue by bringing together, for the first time, a set of prominent scholars from different paradigmatic and disciplinary perspectives to engage in dialogue regarding how to meet the challenges of relationality in leadership research and practice. Included are cutting edge thinking, heated debate, and passionate perspectives on the issues at hand. The chapters reveal the varied and nuanced treatments of relationality that come from authors’ alternative paradigmatic (entity, constructionist, critical) views. Dialogue scholars—reacting to the chapters—engage in spirited debate regarding the commensurability (or incommensurability) of the paradigmatic approaches. The editors bring the dialogue together with introductory and concluding chapters that offer a framework for comparing and situating the competing assumptions and perspectives spanning the relational leadership landscape. Using paradigm interplay they unpack assumptions, and lay out a roadmap for relational leadership research. A key takeaway is that advancing relational leadership research requires multiple paradigmatic perspectives, and scholars who are conversant in the assumptions brought by these perspectives.

The book is aimed at those who feel that much of current leadership thinking is missing the boat in today’s complex, relational world. It provides an essential resource for all leadership scholars and practitioners curious about the nature of research on leadership, both those with much research exposure and those new to the field.