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This chapter offers an overview of the applications of artificial intelligence (AI) in the textile industry and in particular, the textile colouration and finishing industry. The advent of new technologies such as AI and the Internet of Things (IoT) has changed many businesses and one area AI is seeing growth in is the textile industry. It is estimated that the AI software market shall reach a new high of over US$60 billion by 2022, and the largest increase is projected to be in the area of machine learning (ML). This is the area of AI where machines process and analyse vast amount of data they collect to perform tasks and processes. In the textile manufacturing industry, AI is applied to various areas such as colour matching, colour recipe formulation, pattern recognition, garment manufacture, process optimisation, quality control and supply chain management for enhanced productivity, product quality and competitiveness, reduced environmental impact and overall improved customer experience. The importance and success of AI is set to grow as ML algorithms become more sophisticated and smarter, and computing power increases.

When young children notice and comment about physical appearance differences often associated with race, adults may experience discomfort and uncertainty about how to respond. As a result, many adults try to avoid or terminate such discussion, leaving children with unanswered questions and misunderstandings. To prepare educators to be supportive of the development of children’s positive racial identity and racial awareness, it is important for educators to examine their own attitudes, biases, and knowledge about race and racism. This chapter summarizes research on children’s racial identity and awareness, describes critical approaches to anti-racist education, and provides resources and strategies through which professionals can better understand themselves and the young children they serve.

The colors of change is an overview of change paradigms, created about two decades ago, that has been intensively used, tested, refined, shared, and elaborated by practitioners and academics alike. Here, the “color theory” is presented as it is now, and is situated within the literature. Its four main applications are described as well as rules of thumb that have been derived from reflective practice. This chapter illustrates that the color theory is clearly not one thing to all people, as it is understood in very different ways, both in terms of its theoretical foundations as well as the complexity of its applications. This probably adds to the versatility of the theory. Bringing together key insights about the color theory for academics and practitioners, this chapter strives both to give a concise overview and to explore its richness.

Scholars and activists working both within and outside the massive health-related machinery of government and the private sector and within and outside communities of color address the same fundamental questions: Why do health disparities exist? Why have they persisted over such a long time? What can be done to significantly reduce or eliminate them?

Data visualizations in some form or another have served as decision-support tools for many centuries. In conjunction with advancements in information technology, data visualizations have become more accessible and more efficient to generate. In fact, virtually all enterprise resource planning and human resource (HR) information system vendors offer off-the-shelf data visualizations as part of decision-support dashboards as well as stand-alone images and displays for reporting. Plus, advances in programing languages and software such as Tableau, Microsoft Power BI, R, and Python have expanded the possibilities of fully customized graphics. Despite the proliferation of data visualization, relatively little is known about how to design data visualizations for displaying different types of HR data to different user groups, for different purposes, and with the overarching goal of improving the ways in which users comprehend and interpret data visualizations for decision-making purposes. To understand the state of science and practice as they relate to HR data visualizations and data visualizations in general, we review the literature on data visualizations across disciplines and offer an organizing framework that emphasizes the roles data visualization characteristics (e.g., display type, features), user characteristics (e.g., experience, individual differences), tasks, and objectives (e.g., compare values) play in user comprehension, interpretation, and decision-making. Finally, we close by proposing future directions for science and practice.

To review three theoretical research programs accounting for the spread of status beliefs and their effects on inequality, and to identify similarities and differences in scope and theoretical principles in the three. We describe suggestions for further research that we hope readers may wish to pursue.

We summarize recent theory and research, identify areas of overlap and dissimilarity, and show how certain research topics could extend understanding of the processes and make connections among the three programs.

The three programs were built on ideas first codified more than five decades ago. Those ideas have been the foundation for empirical research and findings from that have been used to develop the theories, improving the range of situations addressed and the precision of predictions. While the programs here address similar issues, each presumes different initial conditions and behavioral outcomes. With some overlap, the programs also address different situations and propose different mechanisms for the spread of status.

Our review of the programs is necessarily incomplete, because work continues on the programs. The analyses and suggestions about important topics to pursue are ours, and others may identify other topics for theoretical and empirical development.

We hope that our interpretations of these programs make them more accessible to interested scholars who will extend the theoretical and empirical bases of the work. The processes described have implications for the status of immigrant groups, the social position of women, and the value attached to collector’s objects. We hope to foster applications of these theories to understand and alleviate some cases of unmerited inequality.

The processes involved affect mixed-gender interaction in businesses, hiring biases, anti-immigrant exclusion sentiments, influence and bargaining power of individuals, desirability of certain furniture and clothing styles, ability inferences, and other phenomena. We mention instances where these theories can help to understand processes and to develop interventions to produce desirable outcomes.

No readily accessible summary of these programs and no theoretical comparison of them has yet been developed. Formal theories such as these sometimes seem obscure and we hope to show how they apply to important actual situations. Of course, the interpretations and suggestions in this chapter are our own and the scholars whose work we discuss might interpret the work differently.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.