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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.

This paper provides a quantitative review of the literature on the repercussions of idiosyncratic information on firms’ cost of equity (CoE) capital. In total, I review the results of 113 unique studies examining the CoE effects of information Quantity, Precision and Asymmetry. My results suggest that the association between firm-specific information and CoE is subject to moderate effects. First, the link between Quantity and CoE is moderated by disclosure types and country-level factors in that firms in comparatively weakly regulated countries tend to enjoy up to four times greater CoE benefits from more expansive disclosure—depending on the type of disclosure—than firms in strongly regulated markets. Second, a negative relationship between Precision and CoE is only significant in studies using non-accrual quality proxies for Precision and risk factor-based (RFB)/valuation model-based (VMB) proxies for CoE. Third, almost all VMB studies confirm the positive association between Asymmetry and CoE, but there is notable variation in the conclusions reached when ex post CoE measurers are used.

Identity construction is a dynamic process that encompasses a variety of factors such as commonalities, loyalties, power struggles, and survival instincts (Lei, 2003). The complex dimensions of Black identity are influenced, in part, by community, comfort, and acceptance which at times imposes fixed categorizations, characteristics, and singular depictions. Recent research suggests that more attention be paid to the needs of Black adolescent girls and how their race and gender impact what happens in schools (Koonce, 2012). Moreover, it challenges and influences academic success, as it is challenging and difficult to excel in environments that fail to value every aspect of one's identity or identities (Rollock, 2007).

Black girls' interaction with each other, especially in urban schools, can also be problematic and resemble “relational aggression,” when in fact it is a form of posturing to increase their social status. Contextual factors (e.g., culture, school climate) can serve as risk or protective factors for involvement in posturing, relationship aggression, or increasing one's social status. Research focused on peer relationships has found differences in friendship patterns among ethnically and socioeconomically diverse youth, suggesting the importance of examining friendships within the context of ethnic and socioeconomic diversity (see Brown, Way, & Duff, 1999; Crothers, Field, & Kolbert, 2005). Sisterhood among Black girls can serve as a supportive network that enhances the “Black girl experience” as well as promote wellness and healthy identity.

This paper aims to numerically investigate the impact of gas diffusion layer (GDL) anisotropic transport properties on the overall and local performance of polymer electrolyte fuel cells (PEFCs).

A three-dimensional numerical model of a polymer electrolyte fuel cell with a single straight channel has been developed to investigate the sensitivity of the fuel cell performance to the GDL anisotropic transport properties – gas permeability, diffusivity, thermal conductivity and electrical conductivity. Realistic experimentally estimated GDL transport properties were incorporated into the developed PEFC model, and a parametric study was performed to show the effect of these properties on fuel cell performance and the distribution of the key variables of current density and oxygen concentration within the cathode GDL.

The results showed that the anisotropy of the GDL must be captured to avoid overestimation/underestimation of the performance of the modelled fuel cell. The results also showed that the fuel cell performance and the distributions of current density and oxygen mass fraction within the cathode GDL are highly sensitive to the through-plane electrical conductivity of the GDL and, to a lesser extent, the through-plane diffusivity, and the thermal conductivity of the GDL. The fuel cell performance is almost insensitive to the gas permeability of the GDL.

This study improves the understanding of the importance of the GDL anisotropy in the modelling of fuel cells and provides useful insights on improving the efficiency of the fuel cells.

Realistic experimentally estimated GDL transport properties have been incorporated into the PEFC model for the first time, allowing for more accurate prediction of the PEFC performance.

The board of directors of a firm is a governing body exercising key top-level decisions. Due to the involvement of the controlling families, boards of directors of family firms have been found to behave differently than those of other organizations. Besides family control, national and/or regional contexts have been suggested to influence how companies are governed. Boards of directors of family firms have been studied mostly in developed regions and knowledge from developing regions such as Latin America is scarce. This chapter summarizes the main findings about boards of directors in family firms and compares this research with our knowledge from Latin America. It discusses the different challenges and opportunities that owners of family firms and boards of directors face in the Latin American context. Finally, it suggests that research on boards of directors of family firms in Latin America has a very promising future as it still has to validate and/or contextualize findings in developed regions, overcome some theoretical and empirical limitations, explore some salient characteristics related to the institutional context in depth, and provide recommendations linking board characteristics and firm performance.

Achieving continuous innovation performance still poses a major challenge to established companies as it requires high flexibility and adaptability in usually efficiently structured organisations. One way to tackle this challenge lies in establishing effective behaviours to successfully establish and apply innovation leadership mechanisms in an organisation. The emerging agile leadership style could provide such effective behaviours, as it addresses the demand for flexibility and adaptability on the organisational level. Despite these clear parallels research on the link between agile leadership and innovation leadership, and their possible combined contribution to drive continuous innovation performance is still in its infancy. Accordingly, the present study examines the behaviours of agile leaders to promote continuous innovation in established companies. It applies a discovery-driven research process of agile leaders to derive and categorise their behaviours. The subsequent comparison of the identified agile leadership behaviours with innovation leadership mechanisms from existing literature leads to eight specific, combined agile leadership principles within the three categories empowerment, performance enhancement, and support for continuous innovation. Eventually, this basis allows the conceptualisation of a first exploratory framework with the identified behaviours as possible enablers, and innovation leadership mechanisms as possible mediators for the continuous innovation performance, subject to test. These findings enhance existing theory by clarifying a possible link between agile leadership and continuous innovation. That way, practitioners can profit from concrete principles for agile leaders to inspire and enable continuous innovation in individuals and teams.

The purpose of this paper is to investigate the effects of hydrogen humidity on the performance of air-breathing proton exchange membrane (PEM) fuel cells.

An efficient mathematical model for air-breathing PEM fuel cells has been built in MATLAB. The sensitivity of the fuel cell performance to the heat transfer coefficient is investigated first. The effect of hydrogen humidity is also studied. In addition, under different hydrogen humidities, the most appropriate thickness of the gas diffusion layer (GDL) is investigated.

The heat transfer coefficient dictates the performance limiting mode of the air-breathing PEM fuel cell, the modelled air-breathing fuel cell is limited by the dry-out of the membrane at high current densities. The performance of the fuel cell is mainly influenced by the hydrogen humidity. Besides, an optimal cathode GDL and relatively thinner anode GDL are favoured to achieve a good performance of the fuel cell.

The current study improves the understanding of the effect of the hydrogen humidity in air-breathing fuel cells and this new model can be used to investigate different component properties in real designs.

The hydrogen relative humidity and the GDL thickness can be controlled to improve the performance of air-breathing fuel cells.

There is an apparent disconnect between the understanding of best practice and service delivery in the support of people with learning disabilities at risk of behaviours that challenge. We suggest, is a problem of implementation. The purpose of this paper is to explore reasons why this might be the case: a failure to recognise the collective works of successive generations of research and practice; and a failure to address the macro-systems involved and systems changes needed to support implementation.

This paper reviews the consensus that exists in respect of best practice. Drawing upon ideas from implementation science the paper highlights the complexities involved in the implementation of all evidence-based practices and uses this as a framework to propose ways in which an infrastructure that facilitates the delivery of services in the learning disabilities field might be built.

This paper highlights core recommended practices that have been consistent over time and across sources and identifies the systems involved in the implementation process. This paper demonstrates that many of the necessary building blocks of implementation already exist and suggests areas that are yet to be addressed. Critically, the paper highlights the importance of, and the part that all systems need to play in the process.

In the absence of any generalised implementation frameworks of evidence-based practice in the learning disabilities field, the paper suggests that the findings may provide the basis for understanding how the gap that exists between best practice and service delivery in the support of people with a learning disability at risk of behaviours that challenge might be closed.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.