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In order for students of any age to compete in a globalized, ever-changing society, it is imperative that those in leadership roles reflect the needs of the communities they serve. Part of service in any capacity requires critical self-reflection and consistent assessment of “who is missing from the table,” in addition to conversation toward progress, social justice, and the transformation of antiquated ideologies and ways of knowing. As members of minority and historically marginalized groups reflect the majority of global citizens (Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. population: 2014–2060. U.S. Department of Commerce: Economics and Statistics Administration. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf), a paradigm shift is needed so that students, leaders, and learners can exist in an environment that supports critical and cognitive approaches to the absorption of knowledge. Utilizing Black Feminist Thought, a framework was created to not only identify racially and ethnically diverse women in educational leadership, but to provide a “roadmap” or guide for the sustainability of these leaders in the academy as well as in P-12 school systems. A Black female scholar and a Black male working in secondary and higher education provide a guide to assist those working as educators, administrators in the spaces of secondary and higher education. This narrative provides information that will provide an avenue for the exposure, experiences, and equity for Black women in education to be at the forefront of educational reform.

Tackles how new technology has made monitoring of employees by employers possible. Looks at how the privacy law has attempted to balance two basic interests, as it has developed over the years: employers’ interests in minimising losses and injuries/maximising production; and employees’ interests in being free from intrusion into their private affairs. Lists in depth, the four types of claim that employees have against employers: intrusion; workplace searches; electronic monitoring; and surveillance types of differing areas of privacy abuse. Concludes that both parties have to try to understand the other’s stance, to enable better relations to surface.

This chapter develops a no-arbitrage, futures equilibrium cost-of-carry model to demonstrate that the existence of cointegration between spot and futures prices in the New York Mercantile Exchange (NYMEX) crude oil market depends crucially on the time-series properties of the underlying model. In marked contrast to previous studies, the futures equilibrium model utilizes information contained in both the quality delivery option and convenience yield as a timing delivery option in the NYMEX contract. Econometric tests of the speculative efficiency hypothesis (also termed the “unbiasedness hypothesis”) are developed and common tests of this hypothesis examined. The empirical results overwhelming support the hypotheses that the NYMEX future price is an unbiased predictor of future spot prices and that no-arbitrage opportunities are available. The results also demonstrate why common tests of the speculative efficiency hypothesis and simple arbitrage models often reject one or both of these hypotheses.

This paper aims to explore the cultivation of a learning culture in the US Navy (USN). The intent of preparing and sharing this research is to reveal the particular challenges of developing learning organization capability in national security organizations. This paper believes this effort will contribute to the evolution and establishment of learning organization models that are replicable across and adaptable to distinct industrial settings.

Several efforts were explored and assessed by applying relevant research in the learning organization literature to trends in current organizational practice within the USN.

Recent USN learning culture efforts align with the broader, multi-sector, global trend toward building learning organizations to develop people as a source of competitive advantage. This research reveals the trials of enabling learning organizations across large, hierarchical bureaucracies with substantial structural and cultural barriers. The myriad obstacles currently being addressed by the USN, both at an institutional level and at smaller organization and unit levels, can inform the development of learning cultures. In particular, this research highlights the need to align specific efforts to the appropriate level of the organization.

This paper contributes to the learning organization conversation by examining the associated challenges through a multi-level framework – top, middle and bottom.

The purpose of this paper is to describe and discuss the variables which have contributed to the adoption of positive behaviour support (PBS) and applied behaviour analysis (ABA). Differences and similarities are highlighted, applications to contemporary issues in the UK and Australia are emphasised, and considerations posed for their improved adoption.

A conceptual framework for diffusion of innovations theory is used to guide the analysis of three sets of articles, and application of the framework is guided by narrative analysis.

Eight variables from the conceptual framework were identified, and the communication networks for PBS and ABA are argued to be distinct. There has been a positive change in the perception of PBS by the ABA field, but PBS has leveraged diffusion more successfully. ABA appears to have been separated from PBS in the UK while Australia is yet to fully benefit from the contributions of ABA. Those working in the fields of PBS and ABA should further collaborate for their mutual benefit.

Greater attention to the factors which promote diffusion can assist PBS and ABA to improve their adoption.

This is the first paper to use diffusion of innovations theory to analyse the adoption of PBS and ABA.

The main purpose of this paper is to find whether a correlation exists between students’ natural preferences or what is known as psychological type as determined by the Myers-Briggs Type Indicator (MBTI); the extent of their enthusiasm measured by their level of “like” to the subject, and students’ grade point average (GPA).

Data were collected from 89 students who took the MBTI inventory in five selected faculties at Damascus University in Syria. In order to rate the subjects’ like or dislike level, the students were asked to complete a form prepared for this purpose. The students’ GPAs were also included in the analysis.

Using paired sample t-test, the results indicate a statistically significant correlation between type of student and his/her faculty of study, type of student and overall study subject like, and type of student and his/her GPA. There was, however, a statistically significant correlation between various personality dichotomies of the type (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving) and faculty, individual subjects like, and GPA. The study also indicates a statistically significant correlation between study like and GPA, and faculty and GPA. The most critical conclusion from the study is that Sensing-Intuition dichotomy of the MBTI inventory has the strongest correlation to distribution of students among faculties, the subject's like or dislike, and the GPA. In addition, the higher the level of like for a subject, the higher the GPA is.

The study results were based on a sample of students from a specific subject area of study. To validate the results of the study, future research is highly needed on a larger sample of students from different subject disciplines.

Empirically, this study provides decision makers of the higher education sector with relevant information regarding the intended future attempts to reform the university admission policy with regards to the career path.

The usefulness of MBTI inventory has not been assessed in the Arab countries before. This study is therefore considered as one of the initial studies in this field.

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the Digital Competence Program at the Universitat Oberta de Catalunya, which is designed considering the principles of collaborative work, implemented with a wide range of educational resources taking advantage of ICT benefits, is delivered online, and is finally evaluated from opinions voiced by students. In addition, it is a good example of a multidisciplinary approach since it covers several disciplines and helps to acquire a number of skills that professionals require in their personal and social environments and at the workplace.