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The purpose of this chapter is to analyze the possible portfolio diversification opportunities between Asian Islamic market and other regions’ Islamic markets; namely USA, Europe, and BRIC. This study makes the initial attempt to fill in the gaps of previous studies by focusing on the proxies of global Islamic markets to identify the correlations among those selected markets by employing the recent econometric methodologies such as multivariate generalized autoregressive conditional heteroscedastic–dynamic conditional correlations (MGARCH–DCC), maximum overlap discrete wavelet transform (MODWT), and the continuous wavelet transform (CWT). By utilizing the MGARCH-DCC, this chapter tries to identify the strength of the time-varying correlation among the markets. However, to see the time-scale-dependent nature of these mentioned correlations, the authors utilized CWT. For robustness, the authors have applied MODWT methodology as well. The findings tend to indicate that the Asian investors have better portfolio diversification opportunities with the US markets, followed by the European markets. BRIC markets do not offer any portfolio diversification benefits, which may be explained partly by the fact that the Asian markets cover partially the same countries of BRIC markets, namely India and China. Considering the time horizon dimension, the results narrow down the portfolio diversification opportunities only to the short-term investment horizons. The very short-run investors (up to eight days only) can benefit through portfolio diversification, especially in the US and European markets. The above-mentioned results have policy implications for the Asian Islamic investors (e.g., Portfolio Management and Strategic Investment Management).

This chapter examines the development of an Entrepreneurship Education initiative (Triple E: Employability, Enterprise and Entrepreneurship) in the Higher Education context. The initiative is further contextualised by a dynamic policy framework concerning widening access as a major priority for the Scottish Government. In addition, the initiative is based on innovation in contemporary pedagogical design and further policy drivers supporting the development of graduates with an enterprising mind-set and graduate attributes (articulated by employers) and interpreted by academics and public sector stakeholders as relevant for graduate labour market competitiveness. The chapter examines Entrepreneurship Education literature and presents a case study which examines pedagogical design and normative assumptions, participant progression, (students and staff) and the engagement of external stakeholders. The case study describes and analyses the key design principles for inclusive and accessible Entrepreneurship Education within the context of widening participation policy. A discussion on the practice of achieving inclusive and accessible Entrepreneurship Education explores intra-institution policy, drivers enablers and cultural and resource constraints. The chapter concludes with a summary of the design principles on inclusivity and accessibility in Entrepreneurship Education and discusses attempts to mitigate the challenges presented by a widening participation policy.

Although the significance of travel risks is well documented, the process through which people assess their vulnerability and ultimately take on preventive measures needs clarification. Motivated by concern with traveler’s underestimation of risks, this chapter provides a crucial next step by introducing new theory to explain how people calibrate travel risks. The conceptual model incorporates constructs from motivational theories, cognitive appraisal, and emotionality. Future studies adopting this model will broaden the nature and scope of research on travel risk while helping government and industry to increase the reach and relevance of travel health and safety messages.

Purpose – To provide an overview of the development of an integrated classroom curriculum linking literacy, literature, science, and digital technologies designed to develop online literacies with struggling readers from disadvantaged communities.Design/methodology/approach – The chapter opens with a consideration of the theoretical perspectives underpinning the study presented in the chapter. Following this, the methodological and contextual frameworks underpinning the study design are described. Finally, findings from the study are discussed.Findings – The chapter discusses key findings and lessons learned related to the design of an integrated curriculum linking literacy, the content areas, and technology; the development of high levels of online reading comprehension skills with struggling readers; and the crucial role of peer-to-peer collaboration to develop the affective, cognitive, and social aspects of learning online.Research limitations/implications – Findings from the small-scale study indicate the potential of the Internet and other digital technologies to actively engage, motivate, and challenge struggling readers to develop high levels of literacy skills in challenging inquiry-based activities.Practical implications – The chapter provides teachers with practical examples of classroom pedagogies to develop the skills, strategies, and dispositions necessary to successfully exploit the potential of the Internet and other digital technologies as sites for deep learning.Originality/value of chapter – Teachers are struggling to successfully integrate digital technologies into the classroom curriculum. The chapter provides an insight into the development of an integrated curriculum and the learning environments necessary to develop online skills and strategies in authentic classroom environments.

This chapter analyzes #YesAllWomen, one of the largest, most visible, feminist Twitter events of recent years. Though hashtags and other forms of digital activism are not always taken seriously as politics, in this project we investigate #YesAllWomen and its recirculation through media and public blogs, as an important instance of contemporary feminist discursive activism. Specifically, we argue that the hashtag functioned, first, as a site of collective identity for participants, and we describe some of the ways in which this identity building was achieved, and second, we argue that through its links to and recirculation by other platforms and media, #YesAllWomen also functioned as a public protest or agenda-building event with impact on public discourse beyond Twitter. Our project draws on content and discourse analysis methods to analyze the #YesAllWomen hashtag and to trace its interaction with other discourses such as news and blogs, including an automated content analysis of almost two million tweets and an analysis of a sample of 251 media and blog stories. We note that contemporary feminists are using digital media, in this case a Twitter hashtag, to achieve many of the same discursive goals of knowledge building and critique that have previously been achieved using other communications strategies such as consciousness-raising groups, publishing collectives, media strategies, and zaps.

This chapter will take a case study approach to partnership in Higher Education (HE), highlighting good practice and showcasing FOCUS West as a model of innovative collaboration. FOCUS West is a government-funded, regional access organisation in the west of Scotland (http://www.focuswest.org.uk). The region comprises roughly 5,000 square miles with a population of around 2.2 million. Delivered by a partnership of the Universities of Glasgow, Strathclyde and the West of Scotland, Glasgow Caledonian University, Glasgow School of Art and the Royal Conservatoire of Scotland (RCS) it works with schools and local education authorities to increase progression to HE from the 37 lowest progression secondary schools in the area. It delivers a programme of guidance and support to pupils from S3 to S6 (14–18 year olds), targeting activity to those young people who have potential to achieve HE entry. FOCUS West, as a partnership organisation, addresses vital issues of social mobility in Scotland, where progression to university and all of the attendant opportunities, remains stubbornly linked to socio-economic circumstances.