Emerald Publishing Limited

Environment, Social, Governance (ESG) has become the noun, verb, and adjective of the modern business era. Faced with societal and regulatory pressure, big business in America, Asia, and Europe has been forced to define and articulate ESG goals to combat climate change and save the planet. The only problem is that ESG has been captured by the PR hype machine as a few prominent business leaders make bold promises to save the planet but are vague about how they propose to achieve this. Eager to showcase their green credentials, companies are making all kinds of promises to reduce their carbon footprint and to play their part in reducing global warming and improving social outcomes. How to separate fact from fiction and exaggerated commitments from realistic goals?

Vasuki Shastry spent several years at the coal face itself – running ESG for a major international bank in the City of London – and argues that corporate cultures are too focused on the profit motive and quarterly business targets. Change can only really come through a paradigm shift for business which aligns business with social purpose. Getting there will require a corporate revolution which will disrupt and dislodge the ancien régime and usher in a new age of sustainable business. The author offers a solution in the form of a Climate Manifesto for Business that will Make Our Planet Great Again!

David R. Maines (1940-2021), one of the most important sociological scholars of the 20th and 21st centuries, constructed a vast area of research to advance the field of symbolic interactionism during his career. Highlighting the significance of Maines’ works in symbolic interactionism, Festschrift in Honor of David R. Maines documents his most celebrated areas of scholarship, including social structure, narrative sociology, social interaction, dialectic perspective, temporality, and mesostructure.

Including stories from individuals who knew Maines via kinship, friendship, or professional relationship, the chapters conclude with two new empirical studies to reflect Maines’ interest in continually advancing the field with cutting-edge research. The collection also features a list of Maines’ selected works for further reading to guide other symbolic interactionists in their research endeavors.

Volume 57 of Studies in Symbolic Interaction is a source of both consolation and celebration for those who knew David R. Maines, as well as those who have just begun to discover his inspiring work.

Winning through Platforms achieved #1 bestseller status, and is a Best Business Book Awards winner for 2024. It is your new go-to guide for modern competitive advantage.

Digital platforms are no longer for just the tech elite. They’re spreading to every company and industry, powered by the growth of customer sensors, streaming data, and artificial intelligence—lighting the valuable customer Use journey that was formerly dark.

How will you succeed when your markets get platform-crowded? Three senior advisers to the world’s leading technology companies reveal how to win through platforms when every competitor has one.

Winning Through Platforms decodes growth moves from a decade of platform competition, communicates them through a platform playbook. It’s a treasure trove of 24 proven platform strategies—such as customer coalition design, in-use enrichment, AI branding, and much more. These playbook strategies are delivered through engaging stories of over 50 companies, plus proprietary frameworks and workshop-style questions that lead you to act.

This game-changing playbook will teach you how to:

• Revitalize your business through strategic use of platforms
• Design platforms that are compelling to customers and hard for competitors to match
• Accelerate in-market growth through brand-and-demand excellence that spans your customer’s entire platform journey
• Innovate in high-impact benefit areas to differentiate your platform
• Elevate your customer’s personal platform experience
• Transform your enterprise and operations to drive superior performance

Every CEO, innovator, go-to-market leader, and aspiring professional will gain valuable insight through this book. Whether your company is just starting on its first platform journey or is a born platform disruptor, this book will transform your ability to win.

Learn the platform playbook. Find and apply your plays.

This book forms part of the American Marketing Association (AMA) leadership series.

Empirical Design in Structural Engineering explores the history, applicability and uses of empirical design. This book aims to show that empirical design is practised much more widely than is generally understood, that it can make a particularly valuable contribution to your structural engineering design, and that it can be found embedded within the procedures of rational engineering design. Through examples of practices from North America, Europe and Asia, the author investigates the capabilities of the key materials for structural engineering – steel, concrete, wood and masonry – and how they connect to engineering, especially the engineering of building structures.

This book also considers the value of prior experience in determining the configuration and size of designed structures including bridges, buildings and other structures. With case studies that focus on historic structures, forensic engineering and reinforced concrete, this book explores: philosophical empiricism and rationalism; engineering empiricism and rationalism; empirical builders and their products; contemporary building codes; ethical issues in the application of empirical design; and contemporary uses of empirical design.

This book will be of interest to any student or practising engineer interested in the role that empirical design can play in their project. It will have additional appeal to those interested in or engaged with architecture, construction management and buildings management..

Humans are fundamentally social beings who crave belonging, mission, and meaning, especially at work. Drawing on the increasing prevalence of remote work in the post-pandemic era, this book asks how organizations can overcome workplace loneliness and create a sense of belonging.

Prioritizing the need to create authentic workplaces to promote inclusion and empower employees to feel comfortable being themselves, chapters present strategies for addressing workplace loneliness based on interviews with remote employees and an examination of successful organizational practices. How, contributors ask, have remote employees experienced workplace loneliness in their organization? What is the role of belonging in tackling this? How can leaders and HR practitioners foster this belonging among remote employees? How does social identity affect employees’ abilities to connect within their organization?

Rooted in real-world research and insights, Overcoming Workplace Loneliness envisions a world of work where all employees feel valued for their authentic selves and are able to experience the encouragement and comradery of office connection from the comfort of their homes. This pioneering book not only sheds light on workplace loneliness of remote employees, but also provides an in-depth literature review of workplace loneliness to inspire future research.

Acting as a follow up to Volume 41 of Studies in Symbolic Interaction (2013), Symbolic Interaction and Inequality explores further the concept of Radical Interactionism, a perspective of researching domination and subordination introduced by scholar Lonnie Athens.

Demonstrating advancements made in Radical Interactionism over the past decade, chapters examine the omnipresent and insidious nature of inequality as well as its social construction among family members, cisgender and gender-diverse people, as well as university students and personnel, particularly college athletes.

Highlighting fruitful accomplishments achieved by a range of symbolic interactionists, this volume exhibits the significance of studying inequality, a venture that not only enriches symbolic interactionism but human life as a whole.

As the record number of forcibly-displaced persons in the world continues to rise, more people of differing origins are sharing space and learning to live together. Prolonged displacement has turned into permanent resettlement and citizenship. To reflect this geopolitical transformation, education too must transform. Beyond Refuge explores abstractions, practicalities, impediments, and assets proffered by research participants to illustrate what an educational transformation should and could look like via a theoretical framework for emancipatory education of forcibly-displaced youth.

Interviews, focus groups, and participant observations gather data from participants across local, state, national, and international levels of educational influence, resulting in a collection of diverse perspectives. The results of Swisher’s study are presented in narratives and discussions upon which educational leaders can build. An emancipatory education of forcibly-displaced youth must begin with an examination of ourselves, our systems, and our societies and be sustained by leadership, policies, and practices based in love, empathy, listening, learning, and community.

A central text for the next steps in inclusive and equitable education, Beyond Refuge appeals to researchers, teachers, leaders, community figures and participants, and policymakers wanting to create lasting and impactful change in their local and national societies.

Over the course of more than 70 years, students of symbolic interactionism have demonstrated how a resourceful and conceptually rich perspective can generate variegated lines of research. However, many have expressed concerns over the sheer wealth and quantity of "lines of research" and the promotion of a "chaos" that lacks a cohesive focus on the fundamental issues, processes, and concepts that define the essence of symbolic interactionism.

Answering David Maines’ call for a forum to define and describe different lines of research, Volume 59 of Studies in Symbolic Interaction allows symbolic interactionists to demonstrate how and why their respective lines of research contribute to the quality and substance of symbolic interactionism. Examining key issues across their respective specializations, authors analyze their importance, historical development, and relevance to this field.

Seeking a concise and substantial vision of symbolic interactionism, Essential Issues in Symbolic Interaction manifests the crucial research endeavors and key elements that contribute to the vitality of the interactionist theoretical framework.

Sustainable development aspires to reduce current societal challenges by creating wealth for everyone within the limit of the planet productive capacity, in this way, ensuring that future generations can meet their own needs. This is largely because sustainable development refers to the “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Activists, corporations, non-governmental organizations, entrepreneurs and politicians must all be involved in achieving sustainable development.

Academics and policymakers have also recognized the potential of entrepreneurs for tackling current societal challenges with their businesses because entrepreneurs are able to fill the voids left by the other individuals and organizations. However, who are these entrepreneurs? How can they provide solutions and tackle current societal challenges with their business?

Exploring the transformative powers of sustainable entrepreneurs, How Entrepreneurs are Driving Sustainable Development also demonstrates how family, women and immigrant entrepreneurs can tackle current societal challenges, break inequalities and bring about change.

Business fluency is essential today for effective strategic communication. To fulfill the mandate of trusted counselors and advisors to executives and the C-suite, communication professionals must no longer just have excellent communication skills, but they must understand and speak the language of the business world. The challenge is that many communication graduates and professionals did not go to business school and do not hold an MBA.

Business Acumen for Strategic Communicators: The Workbook provides the essential practical learning needed to help upskill communication professionals into bona fide business leaders and advisors. Through briefs, exercises and discussion activities, readers will learn to analyze and interpret key business materials produced by companies and nonprofit organizations, including CEO letters, annual reports, financial statements, earnings releases, CSR, DEI and ESG reports, and more. A revised and expanded glossary is provided, as are answer keys for the exercises.

Drawing on the success of Ragas and Culp’s prior books, this innovative workbook offers hands-on learning opportunities to help put newly acquired business acumen knowledge into practice.

The Houston Chinatown’s dramatic transformation from a Chinese enclave decades ago to a continually expanding multiethnic boomtown today contrasts development stagnation in many other traditional American Chinatowns. This pioneer study delineates the evolution of Houston’s two Chinatowns, from the emergence and decline of Old Chinatown to the subsequent development and vibrant growth of New Chinatown – spanning nearly a century.

Zheng and Zou delve into the distinctive character of New Chinatown, underscoring its innovative progress that sets it apart from the nation’s oldest major Chinatowns, a quintessentially Houston story. They also probe the immigrant experience, political landscape, and socioeconomic dynamics that influenced the Chinatowns’ metamorphoses. Scanning the community’s collective response to the dire impact of the COVID-19 pandemic on New Chinatown, the chapters examine the latest development trends in the New Chinatown areas, shedding light on the extent to which they are upholding, or deviating from, traditional practices. Furthermore, the book explores the significance of these trends to the local community and beyond, alongside their wider implications.

Amidst the growth challenges encountered by numerous Chinatowns across America, this timely work offers insightful perspectives on a sustainable model for urban and community development, as demonstrated by the transformative journey of Houston’s New Chinatown.

The ebook edition of this title is Open Access and freely available to read online.

Over past decades, scholars and practitioners around the world observed an emergence of professionals, research managers and administrators (RMAs) who play an essential role in the advancement of academic research. RMAs have extensive knowledge of the research ecosystem, including funding opportunities, proposals, budgeting and pricing, ethics, open research, project management, finance, negotiation, strategy, systems, and assessment. Until now, limited efforts have been made to investigate RMAs in a cross-regional, comparative manner, or to understand the recent surge of the profession in a larger policy context.

Addressing this gap, an international group of experts share diverse perspectives to provide a comprehensive account of RMA as a profession, offer an analytical framework to understand their role in higher education and academic science. Covering countries in Africa, Australasia, East Asia and India, Western Europe, Central and Eastern Europe, the Middle East, North America, and South America, the work provides trans-cultural coverage of the profession. Drawing on theories from related fields, it also provides insights and understanding of RMAs as a social phenomenon.

The Emerald Handbook of Research Management and Administration Around the World is the most comprehensive book about practitioners working in research management and administration. The book provides basic knowledge for students and professionals considering a career in this field, and serves as reference material for policymakers as well as academic researchers. By presenting evidence-based observations from around the world and discussing global trends, this text promotes social awareness of RMAs, shares state-of-the-art knowledge on the profession, and offers insights into the future of academic research.

This volume explores education in the Deep South, with a focus on LGBTQ students and educators, and on queer theoretical perspectives in education. The topics in this volume include teaching LGBTQ issues and queer studies in the Deep South, educational policy and practice in the Deep South as related to queer issues, and efforts to introduce queer literature to libraries and queer collections to archives. Authors in this volume examine what realities exist in education in the U.S. South currently, and what possibilities might be imagined in the future.

The rise of White nationalism has been a global phenomenon, drawing more attention to race and racism, and creating a heightened sense of White identity. As demographics in North America shift, White people are becoming increasingly aware of the racist structures and sentiments that have been embedded in society for centuries. While mainstream political rhetoric appears moderate on the surface, it also appeals to extremist views. There is an increase in hate speech and hate crime targeting members of equity-deserving groups.

White therapists and clients are overrepresented as counsellors and psychotherapists, while Indigenous, Black and People of Colour are significantly underrepresented. Multicultural counseling often tends to prioritize “others” from “different cultures”, while the training in multicultural practice crucial it tends to underemphasize systemic forces. Social justice considers power differentials and systemic contributors, but with a broad focus on anti-oppressive practice. Antiracist practice explicitly targets White supremacy and its effects on marginalized communities. There is relatively little written for White therapists about how they and their White clients can dismantle White supremacy.

Structural barriers rooted in White supremacy have a detrimental effect on all people, but the most disadvantaged are Indigenous, Black, and People of Colour. By drawing attention to this issue, and building support among White practitioners, Jason Brown aims to dismantle White supremacy in professional activities with clients, in the profession itself, and in public policy.

In a post-COVID-19 pandemic era of cost-of-living crises and global displacements of people due to conflicts and climate challenges, food poverty is a growing and ever-pressing issue across both the Global North and the Global South. Presenting a collection of cases drawn from higher education research, teaching and learning, as well as campus and community-based initiatives, Higher Education and SDG2 addresses food security, nutrition, sustainable and resilient agriculture, and ending hunger for all.

Featuring chapters and cases from Australia, Canada, China, Indonesia, Italy, Malawi, Northern Ireland, Peru, Turkey, the UK, the USA, Vietnam and Zimbabwe, this edited collection demonstrates the fundamental role Higher Education has in helping deliver Zero Hunger. The chapters cover education, research and community engagement initiatives that aim to address how this issue impacts the nations that face the most widespread and severe effects of hunger, food insecurity, malnutrition, and unsustainable food systems. Focusing on opportunities for Higher Education to positively influence academic, innovation, and policy agendas, this synthesis of global approaches is an inspirational call to action for increasing meaningful engagement by universities and colleges to address SDG2 Zero Hunger.

Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Genderwashing is the process whereby organizational rhetoric differs from the lived experiences of workers, creating the myth of gender equity in the workplace. Genderwashing in Leadership considers how the process of genderwashing highlights hidden biases in organizational policies and procedures, and patriarchal cultural practices.

International scholars from diverse areas such as leadership, organizational studies, sociology, and education explore how genderwashing occurs from various perspectives, including leadership, power and privilege, identity, and career recruitment and selection. Uncovering epistemological assumptions that underpin and sustain genderwashing practices, the ways in which genderwashing intersects with embodiment and intersectionality and how genderwashing policies and practices restrict women’s advancement into leadership, the editors host a space for dialogue and debate.

The Transformative Women Leaders Series is published in collaboration between the International Leadership Association (ILA) and Emerald Publishing. Celebrating women leaders and the leadership styles they employ to achieve success, the books in this series highlight successful context-specific leadership approaches and the moral qualities of endurance.

Sustainable Water is a practical and accessible book for built environment professionals who play vital roles in creating and maintaining water services. It outlines a framework of fundamental principles, methodologies and approaches needed to deliver high quality, economical and sustainable infrastructure across the globe by approaching it from the time-limited, output-driven perspective of practical infrastructure engineers and practitioners. 

The applied examples from existent civil engineering projects identify the key sustainability issues and challenges for the water sector, their common principles and how these can be applied in practice.

As an invaluable resource Sustainable Water:

• Identifies the sector priorities for change to sustainability
• Uses the latest best practice
• Describes opportunities and methodologies with leading edge examples
• Discusses the barriers and potential ways to innovate
• Identifies opportunities and constraints
• Advises on the right questions to ask at each stage of project delivery

Sustainable Water identifies and applies the critical changes needed to provide more sustainable solutions, and to embed these into a tradition of excellent by delivering sufficient water through a good service, of the right quality and at an affordable cost, as straightforwardly as possible.

Modern day buildings are now expected to be low energy or near zero energy to reduce carbon emissions. A key step in making building low energy is to minimise heat transfer through the building fabric with insulation fabrics. However, how can a practitioner choose the most effective fabric for the job in hand? With so many thermal insulation materials on the market and each making claims associated with their performance, it is difficult for a specifier, contractor or an end user to select the insulation material most appropriate for a specific building project. Thermal Insulation Materials for Building Applications aims to address that problem.  

This book presents the variations, technical details and capabilities of state-of-the-art of thermal insulation materials for building applications. As a single source of information on all aspects of insulation materials, the reader can make an informed choice and select the necessary insulation accordingly.

Thermal Insulation Materials for Building Applications includes discussions on various properties of thermal insulation materials such as

• thermal conductivity
• heat capacity
•  moisture resistance
• moisture adsorption and absorption capacity
• role of thermal and hygric mass in dynamic hydrothermal boundary conditions
• sustainability with regards to insulation materials
• embodied and operational energy with regards to insulation materials
• bio-based and synthetic insulation materials
• durability of insulation materials
• acoustics and insulation materials and economics of insulation materials.

It is an essential purchase for any practitioner looking to understand and select the right modern thermal insulation materials for their building project.

Shell Structures in Civil and Mechanical Engineering, joint winner of the University of Cape Town Book Award for 2019, comprehensively covers the theories governing the membrane and bending behaviour of thin elastic shells. It applies these theories to obtain practical solutions for a wide variety of shell structures encountered in the civil and mechanical engineering disciplines. Through a detailed examination of the mathematical solutions, the treatment reveals important insights on the mechanics of the shell, allowing the designer to make more informed choices.

Shell Structures in Civil and Mechanical Engineering:

• presents a thorough discussion of the applicability and limitations of the membrane hypothesis in the context of the more general bending theory of shells
• develops the membrane and bending theories of shells, and presents a wealth of closed-form mathematical results for a wide range of shell structures, including junction problems
• includes design considerations and parametric findings for domes, shell roofs, cooling towers, pressure vessels, tanks, new shell forms for liquid containment and novel multi-shell assemblies
• presents the fundamentals of shell buckling and of finite element modelling of shells.

This new edition is intended for civil and structural engineers involved with the design of domes, architectural shell roofs, industrial barrel roofs, cooling towers, silos, elevated water reservoirs, liquid-containment structures at water treatment works, egg-shaped sludge digesters, oil-storage tanks, chemical storage vessels, and pipelines for water, oil and gas.

It will also be of interest to mechanical and industrial engineers involved with the design of pressure vessels, boilers, nuclear containment vessels and associated piping. The rigorous derivation of theory and inclusion of new findings will appeal to researchers and postgraduate students in these fields.

With easy-to-understand explanations of the basic concepts, Seismic Design of Foundations examines recent and worldwide research outputs and post-earthquake reconnaissance case studies, and offers practical means of applying them to the real world. Each case study also provides worked examples of new and innovative findings that reveal background information behind the codes of practice in various parts of the world as well as the lessons learned from recent large-scale earthquakes.

This book aims to

• explain the latest state-of-the-art research on seismic design of foundations and related issues
• breakdown and explain the codes of practice into easy-to-understand concepts
• showcase worked examples at the end of each chapter highlighting the concepts covered
• cover case studies from all over the world, including Japan, New Zealand, India and Taiwan amongst others.

Seismic Design of Foundations presents state-of-the-art information which will be ideal for any student studying postgraduate civil engineering or structural engineering as well as researchers and practitioners working in the field of earthquake geotechnical engineering.

Reservoir Management is the indispensable guide to managing all aspects of small to large reservoirs and dams. Reservoir managers now require a wealth of technical, environmental and legal knowledge alongside a background to key aspects of design, as well as safety know-how, in order to successfully manage their assets. There is also a need for reservoir managers to understand not just the technical fundamentals of reservoirs but to understand the impact they can have on the local environment. In this book, Andrew Pepper, with contributions from reservoir experts, covers all of the essential expertise and technical knowledge in one easy-to-read volume written with the practitioner in mind.

The book includes coverage of:

• the various functions which reservoirs perform
• roles and responsibilities of all involved in reservoir management
• hydrological and water quality aspects of reservoirs
• physical components and features of dams and reservoirs
• maintaining mechanical and electrical equipment
• ecology, amenity and recreation purposes of reservoirs
• reservoir safety
• incidents and emergencies
• sediment troubleshooting
• reservoir decommissioning.

This book will be an essential purchase for any reservoir manager, as well as for developers and designers looking to exercise good practice for the future management of new reservoirs.

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.

Designing for Cycle Traffic compares and evaluates international principles and practices for designing for cycle traffic. It sets design for cycling in the wider context of public realm design, traffic planning, traffic engineering and traffic management. The book mainly draws on UK, Dutch, Danish and North American principles, and it enables readers to understand how effective design can create efficient transport systems that support economic vibrancy, social activity, and environmental sustainability. A key theme is that only distinct and separate provision for cycle traffic can ensure the creation of attractive and comfortable infrastructure for cyclists.

Coverage includes:

• principles for design to ensure inclusivity
• planning processes for cycle route networks 
• design approaches, including capacity calculations for links and junctions, roundabouts and crossings, and signal control
• modelling and level of service assessment approaches.
• each chapter is extensively illustrated, provides a concise overview of the topic, and includes an introductory overview and summary of chapter highlights.
• Written in an accessible style by an established international authority, Designing for Cycle Traffic is essential reading for students, designers and planners in the fields of traffic and highway engineering, spatial and transport planning, architecture and urban design.

Professional Perspectives on Banking and Finance is a collection of cutting-edge articles written by practitioners for practitioners. Addressing core topics such as risk management, corporate governance, and strategy, but with the emphasis on recent developments and their impact on the industry. These gathered chapters reflect a diverse global outlook, addressing issues of importance and relevance for all bankers.

With 100% emphasis on accessible, clear, and applicable advice Professional Perspectives on Banking and Finance provides suggestions to instil best practice in any commercial bank.

Humour is officially recognized in positive psychology as one of the 24 ‘character strengths’. However, laughter has an uneasy relationship with positive psychology, despite being key to communicating joy and happiness.The Positive Psychology of Laughter and Humour corrects this disconnect by combining academic insight with real-world experience. Drawing on the authors’ diverse backgrounds and expertise, this is the first academic volume dedicated to the rarely discussed topic of laughter and humour in positive psychology.

Freda Gonot-Schoupinsky, Merv Neal and Jerome Carson demonstrate how laughter and humour differ, and how both can be applied within positive psychology to boost mood and maintain positive outcomes.The Positive Psychology of Laughter and Humour includes case studies and real-world insight as well as providing a methodological and theoretical background to the topic, giving rigorous theoretical and methodological insight for researchers, and including pedagogical sections in each chapter useful for teachers and researchers.

Special education has changed over the years since its inception due to advocacy, litigation, legislation, trends, and research investigations. While it can be somewhat controversial depending on the disability the child might have or professionals involved in the process of instructing and planning his/her future education, it is a field that has values that has had measurable impacts on people’s lives. Special Education: Advancing Values focuses on values that are engrained in special education and how we can maintain, sustain, and advance them. It also addresses the most current viewpoints and perspectives on the traditions of special education for students with disabilities alongside new and innovative practices.  

Special Education: Advancing Values is a very comprehensive book. The chapters introduce the field of special education and how we can maintain and advance traditions in the education of students with learning disabilities, emotional and/or behavioral disorders, intellectual disabilities, physical and other health impairments, students who are deaf/hard of hearing, students with visual impairments, and students with extensive support needs. Related topics include students from culturally and linguistically diverse backgrounds, general education teachers, school leaders and administrators, and parents.

Special Education: Advancing Values concludes with a summary chapter that addresses why special education is an important educational phenomenon that has fundamental values worthy of sustainability and advancements. This volume is an excellent resource for special education professionals who teach and serve learners with disabilities, and other related professionals involved in the educational process such as administrators, school counsellors, and psychologists.

While the physical and emotional trials of waiting on transplant lists are featured in popular media, the struggles recipients face years after surgery are not. Voices of Teenage Transplant Survivors introduces illness narratives from an unrecognized patient population: recipients of heart, liver, and kidney transplants. Offering unique narratives by adolescents who use poetry to explore issues surrounding the changing body, independence, identity, and mortality, the book showcases a message of healing and voices of hope amid uncertainty.

Illuminating the physical, psychological, and existential challenges confronted by adolescents for which organ rejection and side effects loom in their future, Sample details the poetry workshops where these adolescents articulated experiences silenced by family, friends, and the culture of medicine. She includes close readings and analyses of their writings, along with writing prompts and references to narrative medicine theory. This powerful book offers something new for medical and health professionals, medical humanities researchers, students, and the public.

African Leadership is an edited collection enriched by the people who have lived and experienced indigenous leadership first-hand, demonstrating how African leadership is distinctive from usual Western hegemonic paradigms.

Providing an indepth discussion of the components, context, followers, and skills that contribute to the success of African leaders, African Leadership concludes with meaningful applications for 21st-century leaders globally.

Real and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces. How do mitigating circumstances and fraught relationships impede on their journey to sharpening their mathematical and scientific skills?

Taking us on a sociocultural trek of the best and worst elements of public education, Wilson provides access to a bird's eye view of how Black boys experience schooling on a day-to-day basis. Through phenomenological interview, readers are let into the minds of students Carter, Malik, Darius, and Thomas, and given the opportunity to understand how they identify themselves. Showcasing a mixture of revelations, we learn how some of their perceptions come from an authentic place, while others were out of their own control, and decided by individuals blind to their potential. Imagining a world where Black boys are encouraged to work on STEM goals rather than abandon them, this important book is for educators, researchers, teachers, administrators, and superintendents who want to create school cultures that value Black boys, and want to reimagine teaching spaces for them.

This volume of Research in the Sociology of Health Care analyses a variety of important social factors and their relationship to health and health care inequities in both the United States and the rest of the world.

With distinct sections for vaccination and other related topics, the chapters unveil the health care inequities that exist across a broad range of scenarios such as residential segregation, rurality, caregiving during COVID-19, the effects of stress on patients of color with chronic illnesses, cochlear implants in children, community health centers and viral load testing.

Employing a sociological and broader social sciences approach, Social Factors, Health Care Inequities and Vaccination draws on a variety of contexts, including the COVID-19 pandemic, to explore wider trends in healthcare and the impact they may have on historically disadvantaged communities.

Welcome to Bardstown, KY: The Bourbon Capital of the World®

Bourbon’s popularity is now a global phenomenon, but you need only look at Bardstown, Kentucky, to see its remarkable and evolving impacts. This historic city of 13,500 people is booming as a result, but it’s also enduring growing pains.

The economic impacts from a massive influx of tourists to what is now America’s bourbon epicenter are positive on many levels, but with those crowds comes pressure on infrastructure, services and accommodations. The demand for hotels, bars and restaurants is at an all-time high, and investors from across the globe are addressing those needs.

Still, as a two-century-old Kentucky cultural and entertainment center long before it was discovered by bourbon drinkers ;– many locals want to ensure the traditional Bardstown experience doesn’t disappear amid novel entertainment options.

Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition.

Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.

Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities.

This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today’s changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries.

In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

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.

Public Administration, Civic Engagement, and Spanish-Speaking Communities builds on and develops ideas and issues discussed at the first bilingual (Spanish-English) special session at the National Academy of Public Administration’s (NAPA) 2022 Social Equity Leadership Conference (SELC) hosted by the Masagung Graduate School of Management at the University of San Francisco. This book explores issues of social equity in public service for Spanish speaking communities and how these communities experience social inequities that negatively impact the creation and sustainability of their meaningful inclusion and democratic participation in civic and public life.

This book addresses the lack of voices and perspectives from Spanish speaking communities in mainstream discourse and practice of social equity in public administration by inviting those voices to elucidate the issues, their contexts, and significance. Part 1 provides foundations and context in social equity, language access legislation and policies, English-Spanish translation and interpretation, nuances about the diversity of Spanish speaking communities as well as of the Spanish languages, the roles of the nonprofit sector and civil society organizations to compensate for market and government failures resulting in inequities, and relevant ethical considerations. Part 2 addresses communication, information, and disinformation (news, social media, and government communication). Part 3 addresses Hispanic/Latino intersectional identities and social equity including issues of race, gender, status, and the human service delivery. Part 4 examines specific topics in social equity (such as homelessness, healthcare, voting and civic engagement, criminal justice, and crisis recovery information). Part 5 provides a number of innovative applications, case studies, and teaching tools for students, academics, and practitioners.

Leading in the Midst of it All: Surviving and Thriving Through COVID-19 and Racial Reckonings centers educators of color—both P-12 and Higher Education—during national pandemics and political, civil, and racial unrest. This volume offers firsthand experiences of recognizing and addressing inequities and their impact on communities. It shares how educators of color led amidst competing pandemics while serving their schools, communities, and families. The authors provide practical insights for P-12 educators and Higher Educators on addressing disparities in remote instruction, hiring, retention, and development, while creating inclusive and engaging virtual and hybrid schooling experiences.

Leading in the Midst of it All highlights the necessity for human resource personnel, school leadership programs, superintendents, college presidents, provosts, and boards to value the lived experiences of educators of color and provide intentional support.

The book is divided into four sections. Section I focuses on the experiences of teachers of color, detailing the impacts of COVID-19 on marginalized communities. Section II centers on school leadership, particularly leaders of color, as they navigate their roles amidst social inequities. Section III engages the narratives of central office personnel of color, emphasizing the value of revolutionary voices to disrupt inequitable ideologies. Section IV provides details on policy, practice, and partnership transformation methods that empower sustainability for practitioners and researchers. The chapters in this book capture the daily challenges of leading amidst pandemics, fear, unrest, and uncertainty.

What We Call Middle School Mathematics addresses the content of the middle school mathematics program across the grade levels involved. This book strives to have middle school mathematics teachers understand how the mathematics at their individual grade fits into the overall middle school mathematics curriculum.

While doing this, What We Call Middle School Mathematics assists teachers with ideas in teaching topics. In doing this, the text addresses topics through the physical modeling that is often given little focus in a traditionally based text. For teachers, this book not only shows the mathematical content of the middle school but also using models for its teaching. For students, the book has them portray the modeling activities that will assist them in understanding.

In some cases, especially with fractions, the book also addresses the basic content from prior grades through ‘Setting the Stage’ sections at the beginning of certain chapters. The goal here is to help teachers understand and deal with the weaknesses in mathematics that many students bring with them to the middle school. The focus on this background is not a review since students, nor anyone else, is able to review what they truly do not understand. While it addresses the mathematics from former grades it does so in a teaching format.

As the reader moves through the chapters on each topic, the overall content for that topic in the middle school can be seen. For 8th-grade students, the text would make an excellent compendium of what has been learned in middle school mathematics while setting the stage for topics for re-investigating prior ideas of the topic when necessary.

Many students world over who decide to pursue a doctorate have a very specific career path in mind when they enter a doctoral program. Some of these know they want to work in the world of academia. After the author’s more than forty years in academia, this trend is changing with time in that many doctoral students now end up working in business and industry, for profit, non-profit agencies and government agencies. For prospective or current doctoral students reading this book, please remember that if you land your position in academia, you must then work diligently toward achieving tenure or building a successful career as a teaching professor. If you want to be successful in academia, you should do as much as you can to achieve the skills and abilities needed to be successful while you are enrolled in your doctoral program.

This book is organized in a “generally” chronological order, but when I felt the need, I have drawn from experiences with students throughout my career. The first lesson in the book is drawn directly from the experiences with my first doctoral student and for a very good reason. I think it will become evident when you read the first chapter. One thing that I sincerely hope is evident throughout the book is my unwavering belief in the value of effective mentoring. In my opinion, this is something that has been seriously damaged in our age of mass production and immediate gratification. You cannot become an effective mentor in a few sessions. It takes a lot of time and effort.

To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on learners across all developmental levels. This book seeks to explore the impact of the COVID-19 global pandemic on high school, undergraduate and graduate-level learners around the world.

This research has been conducted in multiple countries, across multiple continents, using multiple diverse populations, using several different research methodologies, along with an emphasis on both the challenges as well as the positive outcomes that have resulted from this unprecedented event, the COVID-19 global pandemic. The concluding chapter serves to synthesize this diverse research into the effects of the pandemic on high school, undergraduate and graduate learners. Specifically, this thematic conclusion elucidates the effects of the COVID-19 global pandemic on: learner socialization, mental health and well-being, self-regulated learning, autonomy and responsibility, the experiences of underrepresented and underserved learners, technology, and familial experiences.

Personalizing Evaluation: A Humanist Approach to Valuing, 3^rd Edition proposes an inversion of Program and Person. Rather than portray a Program as a context to understand the person, we portray the individual's life and work as a context for understanding the significance of a Program. Personalizing Evaluation shows, with numerous examples from live data, how this is achieved.

This approach to “methodological individualism” also leads to a Humanist approach to evaluation following core Humanist principles of the right to self-determination, democratizing judgment, providing a basis for the justification of authority, and locating the autonomous individual within the moral embrace of the collective. Personalizing Evaluation, therefore, deals extensively with evaluation ethics and issues with validity. As is explored in a dedicated chapter, narrative emerged alongside European Humanism as the methodology of choice, and this underpins the case study approach of the book.

Industry 4.0 focuses on digitization and automation, while Industry 5.0 takes it to the next level of focus, which is human working with advanced technologies, robots, and artificial intelligence. How will small businesses survive? The research curated here considers the emergence and application of Artificial Intelligence (AI) technologies in developing economies. With a balance of theoretical/methodological and empirical chapters, this book will be the first substantial study of artificial intelligence and the future of sustainable small businesses in emerging economies.
Volumes comprise of specially selected papers submitted to the ISBE annual conference in addition to invited external expert contributions. Each volume is designed around a specific theme of importance to the entrepreneurship and small business community. Articles collectively explore and develop theory and practice in the field of entrepreneurship and small business while the emphasis of the research is on quality currency and relevance.

Leading in the Midst of it All: Surviving and Thriving Through COVID-19 and Racial Reckonings centers educators of color—both P-12 and Higher Education—during national pandemics and political, civil, and racial unrest. This volume offers firsthand experiences of recognizing and addressing inequities and their impact on communities. It shares how educators of color led amidst competing pandemics while serving their schools, communities, and families. The authors provide practical insights for P-12 educators and Higher Educators on addressing disparities in remote instruction, hiring, retention, and development, while creating inclusive and engaging virtual and hybrid schooling experiences.

Leading in the Midst of it All highlights the necessity for human resource personnel, school leadership programs, superintendents, college presidents, provosts, and boards to value the lived experiences of educators of color and provide intentional support.

The book is divided into four sections. Section I focuses on the experiences of teachers of color, detailing the impacts of COVID-19 on marginalized communities. Section II centers on school leadership, particularly leaders of color, as they navigate their roles amidst social inequities. Section III engages the narratives of central office personnel of color, emphasizing the value of revolutionary voices to disrupt inequitable ideologies. Section IV provides details on policy, practice, and partnership transformation methods that empower sustainability for practitioners and researchers. The chapters in this book capture the daily challenges of leading amidst pandemics, fear, unrest, and uncertainty.

What We Call Middle School Mathematics addresses the content of the middle school mathematics program across the grade levels involved. This book strives to have middle school mathematics teachers understand how the mathematics at their individual grade fits into the overall middle school mathematics curriculum.

While doing this, What We Call Middle School Mathematics assists teachers with ideas in teaching topics. In doing this, the text addresses topics through the physical modeling that is often given little focus in a traditionally based text. For teachers, this book not only shows the mathematical content of the middle school but also using models for its teaching. For students, the book has them portray the modeling activities that will assist them in understanding.

In some cases, especially with fractions, the book also addresses the basic content from prior grades through ‘Setting the Stage’ sections at the beginning of certain chapters. The goal here is to help teachers understand and deal with the weaknesses in mathematics that many students bring with them to the middle school. The focus on this background is not a review since students, nor anyone else, is able to review what they truly do not understand. While it addresses the mathematics from former grades it does so in a teaching format.

As the reader moves through the chapters on each topic, the overall content for that topic in the middle school can be seen. For 8th-grade students, the text would make an excellent compendium of what has been learned in middle school mathematics while setting the stage for topics for re-investigating prior ideas of the topic when necessary.

Subjectivity and Development in Rural Contexts presents a compilation of chapters that explore different phenomena of ruralness. Through a collection of theoretical and empirical works, the book attempts to show the role of the social-cultural environment in the subjective experience and processes of human development.

Psychology has historically been an urban science. However, rural psychology has experienced significant growth in recent decades. Rurality has historically been observed and analyzed through the “lenses” of the urban, sub-dimensioning its own characteristics and its psychological richness. Following a cultural approach, it can be understood that subjectivity is the result of the internalization of cultural artifacts and that it depends on the contextual frameworks in which its development takes place. Therefore, it is possible to think that ruralness has the potential to generate processes of subjectivation that are specific and typical of its social and cultural context. On the other hand, there is a need to explore development processes in rural contexts to counterbalance the urbanization of psychology taught in universities and research centers.

This book brings together works from philosophy, anthropology, cultural psychology, cognitive psychology, social psychology, developmental psychology, and education. Each chapter examines the processes of subjectivation and development in rural areas. Likewise, the role of the social and cultural context in cognitive, affective, and identity development is explored.

Subjectivity and Development in Rural Contexts is an invaluable resource for educators, psychologists, teachers, researchers, undergraduate and graduate students, and anyone who wants to know more about subjectivity and psychological development in ruralness.

Subjectivity and Development in Rural Contexts presents a compilation of chapters that explore different phenomena of ruralness. Through a collection of theoretical and empirical works, the book attempts to show the role of the social-cultural environment in the subjective experience and processes of human development.

Psychology has historically been an urban science. However, rural psychology has experienced significant growth in recent decades. Rurality has historically been observed and analyzed through the “lenses” of the urban, sub-dimensioning its own characteristics and its psychological richness. Following a cultural approach, it can be understood that subjectivity is the result of the internalization of cultural artifacts and that it depends on the contextual frameworks in which its development takes place. Therefore, it is possible to think that ruralness has the potential to generate processes of subjectivation that are specific and typical of its social and cultural context. On the other hand, there is a need to explore development processes in rural contexts to counterbalance the urbanization of psychology taught in universities and research centers.

This book brings together works from philosophy, anthropology, cultural psychology, cognitive psychology, social psychology, developmental psychology, and education. Each chapter examines the processes of subjectivation and development in rural areas. Likewise, the role of the social and cultural context in cognitive, affective, and identity development is explored.

Subjectivity and Development in Rural Contexts is an invaluable resource for educators, psychologists, teachers, researchers, undergraduate and graduate students, and anyone who wants to know more about subjectivity and psychological development in ruralness.

Youth titled this book Personal Truths because they shared their personal journeys, what they think of themselves, what others think of them, and who they are when their masks are removed. Artists encourage us to recognize personal truths may differ from what society values and cultural conditioning. Intuitively, authors understand what it means to live their truth. They discovered what matters most to them and expressed how they feel when navigating these justice-oriented issues.

Putting their truths into words was difficult. Their lives, insights, and experiences were shaped by the way in which they live their lives, their truths. Artists encourage us to utilize their artmaking to make decisions based on love versus fear. They want each of us to live according to what we value and to look within and reflect how lived experiences shape who we become. Youth recognized their source of power came from within and deepened not only their sense of self, but internalizing self-worth begins from within.

This powerful and moving artmaking taps into what youth deem significant. To be true to oneself suggests each of us be conscious of our values, beliefs, responses, and motives. As youth deepened their ways of knowing, they discovered how often society influenced their sense of self and how often society seemed insensitive and even contradicted their values and beliefs. For these artists, it was the first time they were provided space to explore how schools, communities, and society influence how they make sense of the world. Artmaking restored and strengthened that personal awareness.

This book aims to challenge what we consider to be static and superficial understandings of servant leadership within PreK-12 school communities. We highlight myriad ways servant leadership is misused and misunderstood within educational settings and contend that this misuse has led to a lack of moral leadership grounded in individual and collective conceptualizations of spirituality. Further, there is scant literature addressing both diverse manifestations of and the dearth of spiritual leadership within schools. Recent critical leadership theories have emerged to help leaders reflect on implications related to race and racism, gender (e.g., homophobia), and religion (e.g., Islamophobia). While critical reflections are difficult, they are imperative as, for example, Black boys and girls in special education and remedial courses are over-represented relative to their overall presence in schools. Additionally, Black students, both girls and boys, are disproportionately disciplined when compared to other racial groups, especially white students.

With this book, we aim to definitively explore servant leadership toward an ontological understanding and operationalization of critical servant leadership; offering ideal school policy and practice to support it, providing examples of its manifestations within school communities, and articulating a vision for this theory’s future. While many theorists acknowledge the necessity of culturally relevant, responsive, and congruent practices, they often proffer specific, discrete strategies and ideas to help facilitate these kinds of leadership. We disagree with offering leaders specific leadership strategies but argue rather that what is missing from what is now popular and mainstream professional development for leaders is the reflexive component that requires leaders to examine their own dispositions, practices, and biases, which ultimately can function as impediments to student learning. Moreover, we argue that most professional development purporting to “train” leaders fails to incorporate critical servant leadership and address the role of spirituality in leading public and charter K-12 schools.

This book aims to challenge what we consider to be static and superficial understandings of servant leadership within PreK-12 school communities. We highlight myriad ways servant leadership is misused and misunderstood within educational settings and contend that this misuse has led to a lack of moral leadership grounded in individual and collective conceptualizations of spirituality. Further, there is scant literature addressing both diverse manifestations of and the dearth of spiritual leadership within schools. Recent critical leadership theories have emerged to help leaders reflect on implications related to race and racism, gender (e.g., homophobia), and religion (e.g., Islamophobia). While critical reflections are difficult, they are imperative as, for example, Black boys and girls in special education and remedial courses are over-represented relative to their overall presence in schools. Additionally, Black students, both girls and boys, are disproportionately disciplined when compared to other racial groups, especially white students.

With this book, we aim to definitively explore servant leadership toward an ontological understanding and operationalization of critical servant leadership; offering ideal school policy and practice to support it, providing examples of its manifestations within school communities, and articulating a vision for this theory’s future. While many theorists acknowledge the necessity of culturally relevant, responsive, and congruent practices, they often proffer specific, discrete strategies and ideas to help facilitate these kinds of leadership. We disagree with offering leaders specific leadership strategies but argue rather that what is missing from what is now popular and mainstream professional development for leaders is the reflexive component that requires leaders to examine their own dispositions, practices, and biases, which ultimately can function as impediments to student learning. Moreover, we argue that most professional development purporting to “train” leaders fails to incorporate critical servant leadership and address the role of spirituality in leading public and charter K-12 schools.

Teachers have a vital role in ensuring a quality education for all. However, education systems across the globe face growing teacher shortages. Without urgent action, this teacher gap will have significant repercussions for the sustainability of the profession and education more broadly.

Teacher policies designed to tackle recruitment and retention crises vary by country. Moreover, teacher unions’ capacities to influence such reforms can differ considerably with implications for teachers’ work and professionalism. Yet, there is limited comparative research on teacher policy from the perspective of those involved in, or marginalised from, its development. Teacher Professionalism from the Margins addresses this knowledge gap by engaging critically with the policies and politics of two key policy documents in England and Sweden. Supported by interviews with former politicians, civil servants, academics, and trade union officials, it analyses the dominant discourses of teacher professionalism and highlights the epistemic status of various policy actors involved in their construction. Revealing teacher unions’ marginality, it advocates for their increased involvement in the development of policies oriented towards improving the attractiveness of the teaching profession.

This book gives teachers and union officials an insight into the education policies which affect their work today. Drawing on state theory, feminist epistemology, critical linguistics, sociology of the professions, and organisation and management studies, it offers researchers and students new theoretical perspectives on professionalism and policy development. Ultimately, Teacher Professionalism from the Margins questions whether democratic engagement through political institutions is possible for unions and wider civil society.

Public Administration, Civic Engagement, and Spanish-Speaking Communities builds on and develops ideas and issues discussed at the first bilingual (Spanish-English) special session at the National Academy of Public Administration’s (NAPA) 2022 Social Equity Leadership Conference (SELC) hosted by the Masagung Graduate School of Management at the University of San Francisco. This book explores issues of social equity in public service for Spanish speaking communities and how these communities experience social inequities that negatively impact the creation and sustainability of their meaningful inclusion and democratic participation in civic and public life.

This book addresses the lack of voices and perspectives from Spanish speaking communities in mainstream discourse and practice of social equity in public administration by inviting those voices to elucidate the issues, their contexts, and significance. Part 1 provides foundations and context in social equity, language access legislation and policies, English-Spanish translation and interpretation, nuances about the diversity of Spanish speaking communities as well as of the Spanish languages, the roles of the nonprofit sector and civil society organizations to compensate for market and government failures resulting in inequities, and relevant ethical considerations. Part 2 addresses communication, information, and disinformation (news, social media, and government communication). Part 3 addresses Hispanic/Latino intersectional identities and social equity including issues of race, gender, status, and the human service delivery. Part 4 examines specific topics in social equity (such as homelessness, healthcare, voting and civic engagement, criminal justice, and crisis recovery information). Part 5 provides a number of innovative applications, case studies, and teaching tools for students, academics, and practitioners.

Being and Appearance: The Aporia of Husserlian Phenomenology sets out to take phenomenology at its word, with a phenomenological examination of Husserlian phenomenology. More precisely, it's a question of determining what properly shows itself with the transcendent thing, and in what way.

This investigation reveals that absence is what properly shows itself with the being of what is given; this is not only with regard to the transcendent thing, but also with regard to consciousness itself as an object for itself. This investigation also reveals that it is illusion that is the specific mode of phenomenality of the transcendent thing, to which being is conferred only because it has the appearance of being real.

In the final analysis, it appears that Husserlian phenomenology is torn between two criteria of being: being as pure presence, given as an absolute, and being as the objectivity of the object, i.e. absence. The aporia of Husserlian phenomenology lies in the impossibility of deciding between these two criteria of being.

To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on learners across all developmental levels. This book seeks to explore the impact of the COVID-19 global pandemic on high school, undergraduate and graduate-level learners around the world.

This research has been conducted in multiple countries, across multiple continents, using multiple diverse populations, using several different research methodologies, along with an emphasis on both the challenges as well as the positive outcomes that have resulted from this unprecedented event, the COVID-19 global pandemic. The concluding chapter serves to synthesize this diverse research into the effects of the pandemic on high school, undergraduate and graduate learners. Specifically, this thematic conclusion elucidates the effects of the COVID-19 global pandemic on: learner socialization, mental health and well-being, self-regulated learning, autonomy and responsibility, the experiences of underrepresented and underserved learners, technology, and familial experiences.

Being and Appearance: The Aporia of Husserlian Phenomenology sets out to take phenomenology at its word, with a phenomenological examination of Husserlian phenomenology. More precisely, it's a question of determining what properly shows itself with the transcendent thing, and in what way.

This investigation reveals that absence is what properly shows itself with the being of what is given; this is not only with regard to the transcendent thing, but also with regard to consciousness itself as an object for itself. This investigation also reveals that it is illusion that is the specific mode of phenomenality of the transcendent thing, to which being is conferred only because it has the appearance of being real.

In the final analysis, it appears that Husserlian phenomenology is torn between two criteria of being: being as pure presence, given as an absolute, and being as the objectivity of the object, i.e. absence. The aporia of Husserlian phenomenology lies in the impossibility of deciding between these two criteria of being.

Exploring the enduring legacy of colonialism as it transitions through postcolonialism and neocolonialism, shaping identity, culture, and indigeneity, Hamid H. Kazeroony reveals how power structures, representation, and justice continue to be influenced by these forces, especially in the evolving landscape of AI.

Covering the rise of AI-driven data biases, extractive business models, and the persistence of Western-centric knowledge production, chapters highlight how AI can be leveraged to disrupt global inequalities, promoting intellectual and cultural equity. Topics include global governance, the ethical implications of AI, and the potential for AI to reorient entrenched colonial power structures, offering a nuanced exploration of how AI can help foster social justice and responsible management.

It provides a valuable resource for those seeking to understand and dismantle the colonial mindset in the digital age.

Youth titled this book Personal Truths because they shared their personal journeys, what they think of themselves, what others think of them, and who they are when their masks are removed. Artists encourage us to recognize personal truths may differ from what society values and cultural conditioning. Intuitively, authors understand what it means to live their truth. They discovered what matters most to them and expressed how they feel when navigating these justice-oriented issues.

Putting their truths into words was difficult. Their lives, insights, and experiences were shaped by the way in which they live their lives, their truths. Artists encourage us to utilize their artmaking to make decisions based on love versus fear. They want each of us to live according to what we value and to look within and reflect how lived experiences shape who we become. Youth recognized their source of power came from within and deepened not only their sense of self, but internalizing self-worth begins from within.

This powerful and moving artmaking taps into what youth deem significant. To be true to oneself suggests each of us be conscious of our values, beliefs, responses, and motives. As youth deepened their ways of knowing, they discovered how often society influenced their sense of self and how often society seemed insensitive and even contradicted their values and beliefs. For these artists, it was the first time they were provided space to explore how schools, communities, and society influence how they make sense of the world. Artmaking restored and strengthened that personal awareness.

This book is about the relation between the school, the family, and the community as agents of education considered as a large field that goes beyond schooling. The triadic dialogue taking place amidst boundaries is analyzed, mainly from the perspective of cultural psychology, in a complex way in reference to different epistemological, ideological methodological, and very practical issues. This volume situates this triadic dialogue amidst a field of tensions that take different forms. The tensions between systemic continuity and discontinuity across different ecological levels are central in this book. How diversity and difference are dealt with is at the core of such tensions.

This volume addresses a number of crucial issues. First, it brings to the field of home-school-community relationships a systematic theoretical scheme. Secondly, it gives us a comparative-cultural (India and Canada) glimpse into the histories of education as it has been used as a tool to conquer the minds of new—by force annexed—members of the society. Thirdly, it brings into the school-home-community relationships discourse basic dialogical principles. These relationships are not merely general themes of discourse but can take very concrete forms. Fourthly, the general model of Urie Bronfenbrenner, which has been used as a basis for looking at schools in society since the 1970s, is given careful analytic attention. Finally, we explore innovative pedagogical practices that are oriented towards the parents who may be brought into the school territory to join their children in joint construction efforts.

This book is about the relation between the school, the family, and the community as agents of education considered as a large field that goes beyond schooling. The triadic dialogue taking place amidst boundaries is analyzed, mainly from the perspective of cultural psychology, in a complex way in reference to different epistemological, ideological methodological, and very practical issues. This volume situates this triadic dialogue amidst a field of tensions that take different forms. The tensions between systemic continuity and discontinuity across different ecological levels are central in this book. How diversity and difference are dealt with is at the core of such tensions.

This volume addresses a number of crucial issues. First, it brings to the field of home-school-community relationships a systematic theoretical scheme. Secondly, it gives us a comparative-cultural (India and Canada) glimpse into the histories of education as it has been used as a tool to conquer the minds of new—by force annexed—members of the society. Thirdly, it brings into the school-home-community relationships discourse basic dialogical principles. These relationships are not merely general themes of discourse but can take very concrete forms. Fourthly, the general model of Urie Bronfenbrenner, which has been used as a basis for looking at schools in society since the 1970s, is given careful analytic attention. Finally, we explore innovative pedagogical practices that are oriented towards the parents who may be brought into the school territory to join their children in joint construction efforts.

In this book, we share about the history of women of color in higher education, the pervasive marginalization of their presence and perspectives, and the need for liberatory relationships. We then highlight the duoethnographic research we conducted on three multigenerational relationships spanning 22 years of relationship of three women of color that resulted in the creation of the Transformational Mentorship of Women of Color in Higher Education model to give language to the unique and liberatory aspects of these relationships. This approach to studying mentorship is new in the field and offers deep insight into the transformative power of women of color relationships and a model counter narrative to current mentorship models and their inherent maintenance of White supremacy. Through approaching mentorship with critical pedagogies, these relationships have developed into spaces of transformative learning, liberation, and as sites as resistance to the systemic power and inequities at a predominantly White institution.

As the model is presented, we embed reflection questions to help readers prepare for the implementation of this research-based approach to improve student experiences. The final section of the book includes specific recommendations and tools for how to intentionally facilitate such partnerships using the model with considerations for program administrators, mentors, and mentees in higher education and beyond.

Many students world over who decide to pursue a doctorate have a very specific career path in mind when they enter a doctoral program. Some of these know they want to work in the world of academia. After the author’s more than forty years in academia, this trend is changing with time in that many doctoral students now end up working in business and industry, for profit, non-profit agencies and government agencies. For prospective or current doctoral students reading this book, please remember that if you land your position in academia, you must then work diligently toward achieving tenure or building a successful career as a teaching professor. If you want to be successful in academia, you should do as much as you can to achieve the skills and abilities needed to be successful while you are enrolled in your doctoral program.

This book is organized in a “generally” chronological order, but when I felt the need, I have drawn from experiences with students throughout my career. The first lesson in the book is drawn directly from the experiences with my first doctoral student and for a very good reason. I think it will become evident when you read the first chapter. One thing that I sincerely hope is evident throughout the book is my unwavering belief in the value of effective mentoring. In my opinion, this is something that has been seriously damaged in our age of mass production and immediate gratification. You cannot become an effective mentor in a few sessions. It takes a lot of time and effort.

The workplace has remarkably changed in the aftermath of the 2019 pandemic. The transformation is profound and is still evolving. A wave of voluntary resignations unleashed in the wake of Covid-19 negatively affected the business landscape and triggered unprecedented labor shortages. This, in turn, played well into labor unions’ hands, leading in 2023 to historical gains for millions of workers across various industries. And while digital technology has enabled remote work for yet more employees than ever before, employers were hard pressed to offer their workers flexible work arrangements. Topping it all, the explosion of AI in the last two years promised to introduce an innovative revolution in our places of work and usher in a new era, albeit contentious, in the marketplace. With the new opportunities that opened up, a host of challenges surfaced, compelling company managers to consider new ways of tackling them.

The change in work behavior in the aftermath of the pandemic, coupled with a strong economy and tight labor market in some sectors, are likely to turn the workplace into a collision course between employee and employer. A reset in employer–employee relationships, perceptions, and employment arrangements is today a new must. Transformational leaders are presented with a unique opportunity to make the workplace a much healthier and happier one.

Workplace Transformations in a Post Pandemic Era: New Realities to Consider and Act Upon addresses issues that are hotly and publicly debated by practitioners in the field and by policy makers alike. Along with the challenges our places of work currently face, meaningful opportunities for change are also emerging that should not be wasted.

In this book, we share about the history of women of color in higher education, the pervasive marginalization of their presence and perspectives, and the need for liberatory relationships. We then highlight the duoethnographic research we conducted on three multigenerational relationships spanning 22 years of relationship of three women of color that resulted in the creation of the Transformational Mentorship of Women of Color in Higher Education model to give language to the unique and liberatory aspects of these relationships. This approach to studying mentorship is new in the field and offers deep insight into the transformative power of women of color relationships and a model counter narrative to current mentorship models and their inherent maintenance of White supremacy. Through approaching mentorship with critical pedagogies, these relationships have developed into spaces of transformative learning, liberation, and as sites as resistance to the systemic power and inequities at a predominantly White institution.

As the model is presented, we embed reflection questions to help readers prepare for the implementation of this research-based approach to improve student experiences. The final section of the book includes specific recommendations and tools for how to intentionally facilitate such partnerships using the model with considerations for program administrators, mentors, and mentees in higher education and beyond.

The workplace has remarkably changed in the aftermath of the 2019 pandemic. The transformation is profound and is still evolving. A wave of voluntary resignations unleashed in the wake of Covid-19 negatively affected the business landscape and triggered unprecedented labor shortages. This, in turn, played well into labor unions’ hands, leading in 2023 to historical gains for millions of workers across various industries. And while digital technology has enabled remote work for yet more employees than ever before, employers were hard pressed to offer their workers flexible work arrangements. Topping it all, the explosion of AI in the last two years promised to introduce an innovative revolution in our places of work and usher in a new era, albeit contentious, in the marketplace. With the new opportunities that opened up, a host of challenges surfaced, compelling company managers to consider new ways of tackling them.

The change in work behavior in the aftermath of the pandemic, coupled with a strong economy and tight labor market in some sectors, are likely to turn the workplace into a collision course between employee and employer. A reset in employer–employee relationships, perceptions, and employment arrangements is today a new must. Transformational leaders are presented with a unique opportunity to make the workplace a much healthier and happier one.

Workplace Transformations in a Post Pandemic Era: New Realities to Consider and Act Upon addresses issues that are hotly and publicly debated by practitioners in the field and by policy makers alike. Along with the challenges our places of work currently face, meaningful opportunities for change are also emerging that should not be wasted.

Multiraciality is not an identity to be fractured or abstracted by others, but rather integrated across multiple racial locations. Multiraciality is sophisticated and its weaving of complexity into forging new congruence posits new ways to understand identity. Multiraciality disrupts monoracial constructs and can be disorienting to others who are unable to have sufficient knowledge of self to be able to conceptualize that other persons occupy multiple racial locations across broader systems of culture and identity domains. Multiraciality is to be celebrated, explored, and made visible. Thus, this text is also reflected of different author identities and from the different academic disciplines of education, sociology, and counseling.

Multiraciality is not an identity to be fractured or abstracted by others, but rather integrated across multiple racial locations. Multiraciality is sophisticated and its weaving of complexity into forging new congruence posits new ways to understand identity. Multiraciality disrupts monoracial constructs and can be disorienting to others who are unable to have sufficient knowledge of self to be able to conceptualize that other persons occupy multiple racial locations across broader systems of culture and identity domains. Multiraciality is to be celebrated, explored, and made visible. Thus, this text is also reflected of different author identities and from the different academic disciplines of education, sociology, and counseling.

We are living in dynamic times. Large organisations must develop new technologies, businesses, and service models to stay alive while striving for execution excellence in their legacy operations. This is easier said than done. While large organisations have tremendous financial, material, and talent resources, they are also limited by regulations, policies, processes, hierarchy, incentive plans, and sheer size. As a result, it’s very difficult for them to truly and wholeheartedly explore new technologies, strategies, services and business models through their internal innovation teams alone. One important solution is Open Innovation: operating in an external ecosystem, through mutually beneficial engagements with entities carrying different assets and different limitations.

In the visually compelling Open Innovation Works: Successfully Leveraging your External Ecosystem for Impactful Change, best-selling authors Diana Joseph, Dan Toma, and Esther Gons explain the complexities and challenges of implementing effective Open Innovation strategies and how they can be surmounted.

This volume from the Adolescence and Education series explores how we conceptualize and approach equity-oriented positive youth development (PYD) today, both in theory and practice. PYD is a prosocial approach that leverages youth's assets to organize programs, services, and supports to maximize their development. It can occur in afterschool programs, community organizations, families, peer relationships, and school interventions. Recognizing PYD as both an approach and a set of outcomes, this volume systematically examines how youth-serving organizations infuse equity into their design and participation strategies, joining other research that enhances engagement with diverse communities.

Bringing together researchers and practitioners, this book explores contexts where youth have the agency to co-author their life narratives. The chapters illustrate how specific contexts and participation structures can foster youth voice, leadership, and expertise without sacrificing best practices in contemporary PYD scholarship. The six main studies highlight the tenets of high-quality youth programs and offer insights into designing for equity and access in meaningful youth participation. The authors critically examine the spaces and social structures that shape youth engagement, focusing on PYD for LGBTQ+ youth, military-involved youth, and Black youth in predominantly rural contexts.

The latter chapters analyze the essential role of youth workers in development and the importance of youth-adult relationships. This book emphasizes that youth engagement in PYD contexts should not be confined to a single model, offering a comprehensive look at how to support diverse youth populations effectively.

Personalizing Evaluation: A Humanist Approach to Valuing, 3^rd Edition proposes an inversion of Program and Person. Rather than portray a Program as a context to understand the person, we portray the individual's life and work as a context for understanding the significance of a Program. Personalizing Evaluation shows, with numerous examples from live data, how this is achieved.

This approach to “methodological individualism” also leads to a Humanist approach to evaluation following core Humanist principles of the right to self-determination, democratizing judgment, providing a basis for the justification of authority, and locating the autonomous individual within the moral embrace of the collective. Personalizing Evaluation, therefore, deals extensively with evaluation ethics and issues with validity. As is explored in a dedicated chapter, narrative emerged alongside European Humanism as the methodology of choice, and this underpins the case study approach of the book.

Participation in education is essential in fostering the full agency of people within society. Higher education is subject to a variety of rights for students, and often these rights are protected by law or by university policy. This edited collection explores how higher education institutions have responded to this human-rights-based approach to higher education.

Introducing the concept of educational rights and their role in the emerging university of the twenty-first century, Worldviews and Values in Higher Education delves into how educational stakeholders must understand the nature of rights and the role they play in shaping, often implicitly, an institution’s ethos, customs, norms, and traditions, and how educational rights should be reflected in the institution’s mission, vision, and values statements.

The authors explore how historical, politico-legal, economic, sociocultural, colonial and environmental context impacts university rights and responsibilities. They also explore how broad forces, such as globalization and internationalization, have accelerated cross-border education and impacted the presumptive universality of rights and responsibilities. The chapters demonstrate, through different countries’ perspectives, how educational rights are evolving across the academic landscape. This book is for any educator interested in higher education institutions' educational development.

We have identified 10 timely topics that are important to the profession of student affairs. Each of these topics will be a chapter within the book and will include: (1) an academic/scholarly introduction to that topic (i.e., an abridged introduction/literature review that will provide the context for that topic/chapter), (2) perspectives on that topic from seasoned and new student affairs professionals, and (3) perspective from a HE/SA faculty member.

This book will be geared toward graduate students in HIED Programs and new(er) professionals in student affairs. This book will be used within HE/SA graduate programs, departments/divisions to use as a common read for their staff, and individuals reading it to further their understanding of higher education administration. The strength of this book is that it will scaffold the topic in the academic literature while providing several perspectives on the same topic/chapter.

We have identified 10 timely topics that are important to the profession of student affairs. Each of these topics will be a chapter within the book and will include: (1) an academic/scholarly introduction to that topic (i.e., an abridged introduction/literature review that will provide the context for that topic/chapter), (2) perspectives on that topic from seasoned and new student affairs professionals, and (3) perspective from a HE/SA faculty member.

This book will be geared toward graduate students in HIED Programs and new(er) professionals in student affairs. This book will be used within HE/SA graduate programs, departments/divisions to use as a common read for their staff, and individuals reading it to further their understanding of higher education administration. The strength of this book is that it will scaffold the topic in the academic literature while providing several perspectives on the same topic/chapter.

This book concerns any progressive discipline and human profession looking to transform its practice via the cultivation of thinking professionals, which are preferable to unthinking professionals who may be inattentive, unphilosophical, not inclined or not know how to think deeply and profoundly. Thus, they fail to give due consideration to an issue or the consequences before acting. Thinking professionals have a complete and accurate image (mastery) of their professional identity and reality, and they can reflect on, reason through, and justify any decision to act. They would have thinking acumen (i.e., able to make good judgements and shrewd decisions), which requires a rich repertoire of contemporary perspectives and lenses, ideally with a critical bend (exposing and challenging power).
Both The Thinking Professional and transformative practice are used as hooks and threads through the entire book and as anchors for each chapter. The 17-chapter collection is organized into (a) what thinking professionals could think about in the abstract as well as more concrete ideas including (b) how they could think about or view their practice differently and (c) how they could transform their practice and do things differently. Topics include paradigm shifts, the human condition, transdisciplinarity, the holomovement principle, philosophical well-being, perspective transformation, and transformative social change agency.
Readers will also engage with intellectual curiosity and skeptical thinking, tacit knowledge management, the critical science approach, and critical discourse analysis. Other topics include transformative leadership, postmodernism, after postmodernism, reflective human action leadership, and communities of practice. In some cases, the century-old home economics profession is used as a working case to bring ideas alive. This book showcases The Thinking Professional who has transformative practice as their end goal.

The concepts of student motivation and student engagement have emerged from related but distinct fields of study. Contemporary scholars suggest that student engagement is shaped by various sociocultural, contextual, and personal factors (including motivation), and that it serves as a pathway to various positive student outcomes (e.g., academic achievement, well-being). Given its significance, there is growing global interest among researchers, policymakers, and practitioners (teachers, interventionists, parents) in understanding how engagement can be promoted in schools, at home, or in other settings. That said, much of the research on student engagement has been conducted in WEIRD (Western, Educated, Industrialized, Rich and Democratic) contexts, leaving us with limited knowledge about generalizability of extant student engagement models on students from non-WEIRD backgrounds.

To address this gap, we invited experts in various areas of student engagement to critically examine their theoretical and empirical works through a sociocultural lens and consider the implications for future research and practice. Contributors of this volume have offered novel models for understanding how sociocultural contexts and backgrounds (e.g., ethnicity, socioeconomic status, immigrant status, relationships) and socioculturally learned attributes (e.g., cultural beliefs, values, and practices) shape student engagement in different settings (e.g., online, classroom, out-of-school time programs). Additionally, they provided insights on practical and methodological issues that both researchers and practitioners should be mindful of. This volume highlights the need to critically consider both the cultural specificity and universality of student engagement processes and discusses ways to promote engagement across diverse sociocultural contexts and student populations.

Social Justice in Library and Information Science addresses an urgent need for more credible, accurate, authoritative, authentic, and current experiences about library and information science (LIS) research, practices, policies, and services in the Islamic Republic of Iran.

 The collection of edited contributions focuses on how social justice and social equity is emerging as a powerful force in shaping contemporary LIS developments in Iran. The experiences capture the complex nuances of intersecting realities in local context, unrepresented voices, and empowering efforts in LIS to overcome marginalizing conditions and circumstances. Chapters include the participatory (and engaging) aspects of LIS (including academic libraries, public libraries, special libraries, LIS education, and more) that document empirical evidence and current scholarship on how progressive institutions and fearless change agents in LIS are promoting social justice outcomes and impacts via information-related work.

STEM and the City (second edition) is a book that takes the topics of the first edition and brings them into a post-Covid educational world. Urban public schools are under attack, and the American culture wars are re-emerging and finding their way back into public school curriculum. The authors remain true to their original premise: that American public schools are the greatest vehicle for democracy we have, and because of that they are struggling to re-invent themselves in an America where some are trying to shut them down. Drs. Berube and McKinney discuss STEM schooling during Covid lockdown, the effects it has had on urban science and math students, and schooling post-Covid as schools opened back up to face students traumatized by the experience.
The culture wars rage on in classrooms, governors’ mansions, school board meetings, and content "experts" who dictate which books to ban from school library shelves. There is hope, however, and the authors use their experience in the classroom, both at the middle school and college level, to reassure teachers (especially STEM teachers) that the children of America still need you.

Managing the Smart Revolution in Travel, Tourism and Hospitality provides a comprehensive exploration of how cutting-edge technologies are reshaping the landscape of the industry.

Going beyond the surface of emerging trends, offering in-depth insights into the integration of smart technologies such as artificial intelligence, blockchain, and data analytics, chapters meticulously analyze their impact on operational efficiency, customer engagement, and overall management strategies within the realms of travel, tourism, and hospitality. From optimizing customer experiences to streamlining operational processes, the work serves as a vital guide, ensuring that stakeholders remain at the forefront of innovation, and capitalize on the opportunities presented by the rapidly evolving smart ecosystem in the constantly evolving hospitality sector.

By elucidating the intricacies of this digital transformation, Managing the Smart Revolution in Travel, Tourism and Hospitality equips industry professionals, academics and undergraduates with the knowledge and tools necessary to navigate the complexities of the smart revolution.

Making School with Children: Engaging Learners to Think Critically envisions a hopeful future where communities unite to support one another and create a better world. Inspired by Comber's (2016) reminder that young people should learn to work for justice from the outset of schooling, this book showcases a whole-school response. Readers will explore stories from K-6 classrooms, where students and teachers collaborated across grade levels to build critical literacy through civic-minded social action projects, driven by the children's inquiry questions, interests, and passions.

Making School with Children reflects Vasquez's (1994, 2014) belief that learners thrive when their education is relevant to their lives. By centering children's experiences, the book aims to foster what Routman (2023) describes as a "joyful culture of trusting relationships, respect, and celebration of learners' strengths." This approach not only enhances curriculum but also nurtures a dynamic relationship with the world, promoting change, progress, and the creation of new ideas.

The book is divided into two sections. The first section, comprising seven chapters, details the work done in each grade from kindergarten to sixth grade to negotiate civic-minded literacy learning that transcends mandated curricula. It concludes with lessons learned and their implications for other educational settings. The second section offers a collection of resources, including recommended children's books, teacher resources, teaching tips, and lesson plans, to support similar work in the readers' own settings.

To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world. This book seeks to explore the impact of this global pandemic on the educational stakeholders as well, including K-12 teachers and administrators.

To date, there are no conceptual models which depict the impact of this event on the learner from an educational psychological perspective. Finally, this book seeks to investigate how K-12 teachers and administrators can best meet the needs of their learners in a challenging set of circumstances such as a global pandemic, while maintaining educational excellence to ensure that all learners continue to learn and achieve to the best of their abilities.

To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world. This book seeks to explore the impact of this global pandemic on the educational stakeholders as well, including K-12 teachers and administrators.

To date, there are no conceptual models which depict the impact of this event on the learner from an educational psychological perspective. Finally, this book seeks to investigate how K-12 teachers and administrators can best meet the needs of their learners in a challenging set of circumstances such as a global pandemic, while maintaining educational excellence to ensure that all learners continue to learn and achieve to the best of their abilities.

Education professionals have consistently recognized the profound impact of mental health on students' learning and academic achievement. Numerous studies document how mental health influences PreK-16 outcomes, including graduation rates, academic performance, coursework completion, motivation, and emotional stability. These challenges are further complicated by the demands placed on the PreK-16 staff responsible for supporting student mental health. Often, these staff members themselves are at risk of experiencing high levels of stress and burnout due to the emotional and psychological toll of their roles.

Forging Interdisciplinary Collaborations explores a wide range of mental health issues affecting PreK-16 schools and highlights both successful and unsuccessful approaches taken by school districts, colleges, and universities to promote the emotional well-being of students and staff. Through a collection of chapters written by interdisciplinary professionals in education, the volume seeks to break down the silos within the field of education and foster collaboration on addressing student mental health through both preventative and responsive approaches. Each chapter offers practical recommendations for mental health practitioners, teachers, higher education faculty, parents, and students, providing concrete strategies to support mental health across all educational settings.

Fashion Industry and Tourism Strategy: Transforming Destinations and Shaping Experiences explores the growing intersection between fashion events and tourism, highlighting their socio-economic contributions to global destinations. Once limited to showcasing clothing, fashion events have evolved into a key driver of luxury tourism, influencing travel patterns, consumer behaviour, and destination branding. The increasing interest in luxury lifestyles, particularly in developing economies, has fuelled a surge in travellers to iconic fashion capitals such as Paris, Milan, and New York. While research has acknowledged the economic significance of fashion tourism, critical gaps remain in understanding its broader impact, including its role in cultural exchange, destination image-building, and sustainability.

In addition to economic considerations, this contributed work delves into the socio-environmental implications of fashion tourism, assessing its influence on heritage conservation, commercialisation, and sustainable development. The potential of fashion tourism to revitalise emerging destinations and serve as an off-season tourism strategy is explored, alongside concerns about overconsumption, resource exploitation, and social inequalities in the fast-fashion industry.

Through a multidisciplinary approach, encompassing organisational behaviour, finance, psychology, social development, and operations, Fashion Industry and Tourism Strategy: Transforming Destinations and Shaping Experiences fresh insights into an evolving tourism segment, making it a valuable resource for scholars, industry professionals, and policymakers.

Escape the Cape, From Existing to Evolving: Amplifying Voices of Black and Brown Women in the Mental Health Profession examines the narratives of Black and Brown women all over the world who adherently take on the Superwoman Persona. The imaginative armor of a cape contributes to the normalcy of trying to “do it all” for others while neglecting the self. The book amplifies the voices of Black and Brown women in the mental health and academia professions who needed a healthy outlet to shed light on their experiences. 

This book stems from an asset-based approach where chapter authors highlight the ebbs and flows they experienced in the workplace due to having melanated skin and/or identifying as Black and Brown. So many Black and Brown women have suffered in silence because of exploitive workplace politics and practices and haven’t felt safe, valued, or heard; the “need” of Black and Brown women became greater than their humanity. Escape the Cape, From Existing to Evolving is a call to action. It contributes to elevating scholarly conversations for employers who are seeking strategies in promoting equity in the workplace.

Escape the Cape, From Existing to Evolving: Amplifying Voices of Black and Brown Women in the Mental Health Profession examines the narratives of Black and Brown women all over the world who adherently take on the Superwoman Persona. The imaginative armor of a cape contributes to the normalcy of trying to “do it all” for others while neglecting the self. The book amplifies the voices of Black and Brown women in the mental health and academia professions who needed a healthy outlet to shed light on their experiences. 

This book stems from an asset-based approach where chapter authors highlight the ebbs and flows they experienced in the workplace due to having melanated skin and/or identifying as Black and Brown. So many Black and Brown women have suffered in silence because of exploitive workplace politics and practices and haven’t felt safe, valued, or heard; the “need” of Black and Brown women became greater than their humanity. Escape the Cape, From Existing to Evolving is a call to action. It contributes to elevating scholarly conversations for employers who are seeking strategies in promoting equity in the workplace.

Science, Democracy, and the University is a significant contribution to the field of curriculum studies, linking to the work of philosophers such as Max Planck, Donna Haraway, Max Weber, and Jacques Derrida to make the case for rethinking the reason of the university. John A. Weaver outlines what a Diogenes, or real, university might look like and what values it might promote over that which the current university system peddles. He also uses Bernard Stiegler’s work to focus on how we can educate the young to become adults rather than consumers.

Touching on subjects such as ecology, algorithms and data, and ethology, Science, Democracy, and the University champions the need for self-reflexivity and to challenge methodocentrism in science. The book features fascinating insights into how we can foster a vibrant future for the young through our academic institutions.

In the era of a constantly changing tourism and hospitality landscape, Digital Transformation in Tourism and Hospitality: Sustainable Management Strategies for Long-Term Excellence serves as a comprehensive guide on how to lead, innovate, and sustain forward-thinking approaches within the industry. Catering to leaders, entrepreneurs, and academics, it distils ground-breaking ideas about the impact of digital innovations and how sustainability-centric practices are shaping the future of travel. Explore how emerging technologies—such as artificial intelligence, data analytics, and digital marketing—can be leveraged to create seamless, immersive guest experiences while addressing critical environmental and social challenges.

Digital Transformation in Tourism and Hospitality is a roadmap to future-proof leadership, filled with case studies, expert insights, and actionable frameworks. From implementing green technology to optimizing digital operations, each chapter provides a deeper understanding of how to achieve sustainable success in an industry where environmental and social responsibility are essential for differentiation and resilience. Whether you are a tourism professional, business strategist, or academic, this book equips you to drive responsible growth and achieve long-term excellence in a digitally driven world.

As the main agents of economic growth world-wide, corporations embody a paradoxical role in our current social and political order. They are increasingly viewed as legitimate partners and subjects of global governance and the sustainable transition, but they are also routinely involved in scandals and crises both in relation to their financial power but also to the climate crisis.

Acknowledging corporations as both the (perceived) agents of sustainable growth and technological development favouring a sustainable transition, as well as of inequality, greenwashing, climate crisis and environmental disasters, this edited collection includes chapters that focus on the corporation as a specific form of business organization and the role of the corporation and corporate governance in the sustainable transition. It brings together innovative research that investigates ways of reforming corporate governance practices in the light of corporations’ responsibility for climate degradation; develops a deeper understanding of the specificity of the modern corporation, its legal claims to liability and personhood, and how that affects its role in the sustainable transition; and addresses the responsibility and accountability of corporations. How are corporations made accountable and responsible with regards to the sustainable transition? How is the corporation conceived as a subject, (un)accountable to its actions and (in)capable of enabling change?

Advancing a comprehensive research agenda that enhances the understanding of the pivotal and paradoxical role corporations and alternative models of corporate governance play in relation to climate change, The Corporation, Corporate Governance and the Sustainable Transition is a compelling resource for understanding the pitfalls and potential of corporate power.

Translanguaging Perspectives on Writing Development and Pedagogy takes up translanguaging perspectives on writing development and writing pedagogies across a variety of contexts. The chapters explore how a translanguaging lens – which is rooted in the idea that bi/multilingual people draw from an integrated repertoire of language features, rather than use separate, named languages, to communicate and make meaning - can shift and expand notions of writing practices and instruction. Individual chapters illustrate rich, descriptive studies of writing across three contexts: K-12 classrooms and schools, learning environments that extend beyond the classroom, and pre- and in-service teacher education, framing the book’s three-part organization.

Highlighting meaningful collaborations with teachers, students, families, and community members, the volume offers innovative methodologies and approaches to research relationships in language- and literacy-learning spaces.

Translanguaging Perspectives on Writing Development and Pedagogy advances a comprehensive view of translanguaging perspectives on writing and how such a perspective can shift traditional approaches to the research on and teaching of writing.

“As a man of color, our image and reputation is everything. I have always kept my personal life and my private life separately. However, when I transitioned into higher education, I saw men who walked like me, talked like me, but also lived their truth in secret like me. It wasn't until I attended a higher education conference where I met this amazing Black man and he told me these words. No matter what you do in this life to thy own self always be true. You have one life, so live it and live it unapologetically. From that moment on, I begin to live my truth. One thing that I have learned is that people will not always respect your choices of how you live your life, however they will respect how you carry yourself when you live the life that you live in a positive light. So today, I am living my life mentoring, coaching, and inspiring the next generation of same gender-living males, because you only have one life to live and you can have it all. Success, love, truth, respect, but most importantly a life free from shame and guilt of denying who you are.” –Desmond Dunklin

“One experience that helped shape my identity as a Black, same-gender-loving male was during the height of the pandemic and quarantining. At that time, everyone was stuck inside, while also seeking community outside of our own minds. I was able to find community and curate a space on the audio app, “Clubhouse”. I came together with a group of talented Black Queer men to create the group, “Black Gay Men Chat”! On the app, we were able to educate and highlight the lived experiences of Black SGL men across the world. I tapped into my creativity and my voice in so many ways, by producing multiple projects such as: a talent show through the “Black & Gay” group, a seductive improv audio show, “The Art of Seduction”, a shoot your shot show “The Black Gay Bachelor”, a book club called “Reading Rainbow”, and facilitating/moderating multiple conversations across the platform (crystal meth in the Black Queer community, Black Gay Fatherhood, Dating Red Flags, etc). This experience shaped my identity because I was able to share/facilitate a space with individuals that were able to challenge me and validate my lived experiences, while bringing new perspectives to the conversations. Our group currently has 7,000+ members and showed me the power and influence that we have as Black Queer people when we come together. I recognize that at times society will not accept us fully which was evident in heterosexual spaces on the app where the expectation was for us to show-up "Black first", but we are full people, and we deserve to share and take up all the space we desire, while standing in all that we are. This experience was empowering, inspiring, and made me feel seen holistically.” –Sean Rice, Jr.

“As a Black gay male, this project holds personal significance for me, providing a rare space to openly communicate, share, and embrace Black, gay, male experiences within higher education. Each section unfolds as an individual narrative, emphasizing the importance of every unique story.” –Antione D. Tomlin, PhD

As the world pursues the UN’s Agenda 2030, nations face challenges in balancing economic growth, social equity, and sustainability. South Africa, a symbol of democracy since 1994, grapples with political instability, economic inequality, and environmental concerns. Assessing its progress in achieving Agenda 2030 offers insights into the broader challenges faced by developing democracies.

In South Africa and Agenda 2030: Critical Perspectives on Delivering Sustainable Democracy and Development, editor Daniel Silander brings together a comprehensive collection of analyses examining South Africa’s commitment to the UN Sustainable Development Goals (SDGs). This volume explores key dimensions of sustainable democracy and development, with a particular focus on SDG 16, which emphasizes peace, justice, and strong institutions. Authors in this collected work delve into critical aspects of political governance, judicial integrity, media freedom, and public accountability; all factors essential for fostering a stable and democratic society. Additionally, the analyses extend beyond governance, addressing economic and environmental sustainability through chapters on industrial policy, labour rights, poverty reduction, and climate change. By integrating theoretical perspectives with empirical findings, this work provides a nuanced assessment of South Africa’s successes and persistent challenges in meeting the Agenda 2030 targets.

Providing a multidimensional analysis of South Africa’s sustainable development, this volume is invaluable for academics, students, policymakers, and anyone invested in democracy, governance, and global development. Offering critical perspectives and policy recommendations, it serves as both a reference and a call to action for fostering a more sustainable and equitable future.

Shaking the Table provides perspectives and narratives of practitioners working in, or who have worked in, identity centers. Colleges and universities across the country continue to grapple with supporting students in their marginalized identities, including gender, race, ethnicity, sexual identity, ability, socioeconomic status, religious identity, and citizenship status. The creation of spaces and centers to support students in their acclimation, belonging, and identity development has been one way institutions have sought to address the needs of those with marginalized identities. Those working within these spaces have provided students with transformative learning and developmental experiences.

Despite this contribution to campus equity and inclusion efforts, the voices and experiences of those engaged in this work are often invisible. In the face of increasing resistance to equity and inclusion work nationally, and the multiple demands placed on the staff in these spaces, it is crucial to center and uplift these voices that are often relegated to the margins. This book features first-person accounts of the complexities, challenges, joy, and resistance practitioners experience while surviving and healing through and from this work.

Shaking the Table is a resource of guidance, wisdom, connection, and community for those who share in this labor and who aspire to do this work. It is also a call to action for colleagues, supervisors, and institutional leaders to better understand, champion, and uplift those working in these spaces.

This book concerns any progressive discipline and human profession looking to transform its practice via the cultivation of thinking professionals, which are preferable to unthinking professionals who may be inattentive, unphilosophical, not inclined or not know how to think deeply and profoundly. Thus, they fail to give due consideration to an issue or the consequences before acting. Thinking professionals have a complete and accurate image (mastery) of their professional identity and reality, and they can reflect on, reason through, and justify any decision to act. They would have thinking acumen (i.e., able to make good judgements and shrewd decisions), which requires a rich repertoire of contemporary perspectives and lenses, ideally with a critical bend (exposing and challenging power).
Both The Thinking Professional and transformative practice are used as hooks and threads through the entire book and as anchors for each chapter. The 17-chapter collection is organized into (a) what thinking professionals could think about in the abstract as well as more concrete ideas including (b) how they could think about or view their practice differently and (c) how they could transform their practice and do things differently. Topics include paradigm shifts, the human condition, transdisciplinarity, the holomovement principle, philosophical well-being, perspective transformation, and transformative social change agency.
Readers will also engage with intellectual curiosity and skeptical thinking, tacit knowledge management, the critical science approach, and critical discourse analysis. Other topics include transformative leadership, postmodernism, after postmodernism, reflective human action leadership, and communities of practice. In some cases, the century-old home economics profession is used as a working case to bring ideas alive. This book showcases The Thinking Professional who has transformative practice as their end goal.

Reframing Developmental Psychology: Perspectives from the Global South critically examines the dominant frameworks in Developmental Psychology, challenging the discipline’s reliance on mainstream theories, universalist assumptions, and culturally narrow research samples. By addressing issues such as WEIRD (Western, Educated, Industrialized, Rich, Democratic) psychology and developmentalism, the book calls for a more inclusive and culturally grounded approach to understanding human development. Contributors to this volume carefully question the assumptions that underlie conventional developmental discourse and advocate acknowledging historical contexts, cultural specificity, and diverse epistemologies, while retaining the larger objective of universal scientific study. Universalism should not imply uniformity.  

Emphasizing perspectives from the Global South - understood as both a geographical and conceptual space - this book highlights the importance of integrating indigenous knowledge systems, alternative methodologies, and collaborative scholarship in the advancement of a culturally informed study of human developmental processes. It critiques the over-reliance on positivist, standardized research methods that fail to capture the complexities of meaning-making and cultural variation. Instead, it calls for a redefinition of what constitutes valid knowledge, advocating for interdisciplinary approaches that bridge psychology, anthropology, sociology, literature and philosophy. By dismantling colonial legacies and reconsidering the ethical, epistemological, and methodological foundations of the field, the book fosters a vision of Developmental Psychology that is equitable, pluralistic, and responsive to the diverse realities of human experience.