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The goal of this paper is to enhance consideration for the potential for institutions of higher education throughout the world, in different cultures and contexts, to be change agents for sustainability. As society faces unprecedented and increasingly urgent challenges associated with accelerating environmental change, resource scarcity, increasing inequality and injustice, as well as rapid technological change, new opportunities for higher education are emerging.

The paper builds on the emerging literature on transition management and identifies five critical issues to be considered in assessing the potential for higher education as a change agent in any particular region or place. To demonstrate the value of these critical issues, exemplary challenges and opportunities in different contexts are provided.

The five critical issues include regional‐specific dominant sustainability challenges, financing structure and independence, institutional organization, the extent of democratic processes, and communication and interaction with society.

Given that the challenges and opportunities for higher education as a change agent are context‐specific, identifying, synthesizing, and integrating common themes is a valuable and unique contribution.

The purpose of this paper is to understand the reporting intentions of traditional and cybercrime victimization, and the role of procedural justice in explaining sources of variation.

Using Amazon’s MTurk program for opt-in survey participation, 534 respondents across the USA considered ten victimization incidents and expressed their likelihood of reporting each incident to the police as well as their belief that the police would identify and arrest the offender.

As expected, reporting intentions increased with the seriousness of the incident for both traditional crime and cybercrime. However, reporting intentions were generally slightly higher for incidents that occurred in the physical world, as opposed to online. Likewise, beliefs that police could identify and arrest and offender were lower for cybercrime compared to traditional crime. Consistently, predictors of reporting to the police and belief in police effectiveness hinged heavily on procedural justice. Other predictors for these behaviors and beliefs are also discussed.

This study uniquely compares reporting intentions of potential victims of parallel victimizations occurring in-person and online, thus providing firm comparisons about reporting intentions and beliefs about police effectiveness in addressing traditional and cybercrime.

Whistleblowing has been receiving increased attention and support in recent times as a means of detecting and correcting wrongdoing in organizations. This study aims to examine perceptions, attitudes and consequences (actions and reactions) of whistleblowing, as well as the predictors of internal and external whistleblowing intentions, by using Graham’s (1986) model of principled organizational dissent in a small emerging and collectivist culture like Barbados.

The study utilized a self-administered survey of 282 accounting employees working in organizations in Barbados.

Results reveal that there is little awareness of whistleblowing legislation. Most respondents perceive whistleblowing as ethical and favor internal over external whistleblowing. Findings show that personal responsibility and personal costs significantly influence internal whistleblowing intentions, while personal costs influence external whistleblowing. Using qualitative data, several themes emerged as influencing whistleblowing: perceived benefits of whistleblowing, actual whistleblowing experiences (handling of reports), personal costs (climate of fear and hostility), perceived lack of anonymity and cultural norms.

Future research should control for social desirability bias and use more rigorous qualitative approaches such as face-to-face interviews and focus groups to gain in-depth opinions and feelings on the topic.

Whistleblowing can be achieved through such mechanisms as perceived organizational support, strong ethical codes of conduct, rewarding ethical behavior and promoting sound work ethics in organizations.

This paper explores whistleblowing in an emerging economy where there has been little research on the topic. Thus, this study supplements the existing research in emerging economies by examining the applicability of Graham’s (1986) model of principled organizational dissent.

Residential college campuses remain dangerous – especially for women students who face a persistent threat of sexual violence, despite passage of the 1990 Campus Security Act and its multiple amendments. Campuses have developed new programming, yet recent research confirms one in five women will experience some form of sexual assault before graduating. Research on campus crime legislation does not describe in detail the context in which it developed. The purpose of this paper is to draw attention to the effects of early rhetorical frames on the ineffective policy.

The authors discuss the rhetorical construction of “campus crime,” and related “criminals” and “victims,” through content analysis and a close interpretive reading of related newspaper articles.

The 1986 violent rape and murder of Jeanne Clery at Lehigh University in Pennsylvania became iconic in media descriptions of campus crime. Media drew attention to the racial and classed dimensions of the attack on Clery, but elided the misogyny central to all sexual assaults. This reinforced a stereotype that “insiders” on campuses, primarily white and middle class, were most vulnerable to “outsider” attacks by persons of color. Colleges and universities adopted rhetoric of “endangerment” and “unreason” and focused on what potential victims could do to protect themselves, ignoring the role of students in perpetrating crime.

This analysis does not link rhetoric in newspapers to legislative discussion. Further analysis is necessary to confirm the impact of particular claims and to understand why some claims may have superseded others.

This analysis focuses critical attention on how campus crime policy is shaped by cultural frames.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

The anti‐oxidant vitamins include C, E, A and its pro‐vitamin beta carotene. In foods they stop foods oxidising, for example, they help delay the browning process in fruits and rancidity in fats. Their role in the body lies in their relationship with ‘free radicals’. Amanda Ursell BSc, SRD explains

The development of new technologies directly contributed to the emergence of advanced instruments, which in turn enabled the rise of new solutions associated with Industry 4.0 (I4.0). These technologies associated with I4.0 are adapted and used by individual users in diverse ways. Many determinants influence this diversity. One of the significant elements impacting such behaviour is age.

The main objective of this chapter is twofold. Firstly, it is to evaluate the differences among the four generational cohorts in how they use I4.0 tools, and secondly, to develop a conceptual framework of interdependencies between diverse I4.0 tools, their use – along with preferences and attitudes – and the generations as a moderate variable that influences the tools' use. In this chapter, we employ an inductive approach and apply the literature studies according to the SALSA method. This research contributes to the existing literature by framing the interdependencies between individuals' attitudes, their use of I4.0 tools and their age.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.