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Although studies have shown that electronic media exposure can negatively affect infants’ and young children’s language development, exposure to these forms of media is increasing in North America. To better understand the types of electronic media exposure and their potential effects, we utilized naturalistic daylong recordings collected in the homes of bilingual Spanish–English infants of Latinx descent (n = 37). The present study examines contextual aspects of electronic media exposure, and the effects of electronic media on two types of parent–infant social interactions associated with child language development: parentese (a style of infant-directed speech distinguished by its higher pitch, slower tempo, and exaggerated intonation) and parent–infant turn-taking. Using Language ENvironment Analysis (LENA), two daylong audio recordings were collected from each family. These recordings were manually annotated for electronic media type, directedness, language, parental support, parentese, and turn-taking. Our results showed that the infants in our study experienced exposure to many different forms of electronic media, in both English and Spanish, and that the programming was predominantly adult-directed rather than child-directed. While both parentese and turn-taking were reduced in the presence of electronic media, the strength of these effects was modulated by electronic media sources, demonstrating that various devices differentially affect parental language input. These results provide a glimpse into what types of media young bilingual Spanish–English learning infants are experiencing and can help researchers design language interventions that are inclusive and relevant for families from these populations.

China’s foreign aid efforts in Africa remain contentious. Chinese foreign aid tends to be different from “traditional” development assistance in that it frequently involves firms as the implementing agents of projects. Firms bring unique resources to public–private partnerships (PPPs) formed with government agencies, but their possible self-interested nature also gives rise to concerns over their development impact. Yet, on a larger scale, little is known about the characteristics of Chinese PPPs in foreign aid. Using project-level data available for 1,308 Chinese aid projects in 50 countries across Africa, the author characterizes the projects undertaken by firms and government agencies in a PPP and contrasts them to those executed by Chinese government agencies without firm involvement. This exploratory data analysis suggests that important differences apply, as Chinese PPPs tend to target different sustainable development goals (SDGs), work on the basis of distinct aid conditions, and implement projects that tend to be larger than those that are solely run by government agencies. Such observations raise important questions of an ethical, theoretical, and international nature, and warrant further research. The author develops a research agenda that aims at issues particularly important for business ethics scholars, organization theorists, and international business scholarship.

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

The primary goal of university education globally is to promote research, knowledge, and innovations instrumental for national development and societal transformation. In line with this goal, East African countries, namely Kenya, Uganda, and Tanzania have invested heavily in university education in the last 60 years since independence. The evidence of this is the increasing number of both private and public universities, and the number of students joining the institutions. While the expansion of university education is to be celebrated, it should not be taken for granted that this expansion indicates development. The purpose of this research was to assess the impact of university education on regional development in the three East African countries, that is, Kenya, Uganda, and Tanzania. Data were collected through historical analyses, database searches on electronic and printed sources, and interviews. The study found out that the three African countries have formulated the goals of education toward the achievement of development and that large budgets have been committed to educational expansion in the university in recent years. However, the impact of the universities in the development of the region expected through research and innovation is minimal because of major challenges that include expansion of access without adequate government funding; compromises quality; graduate unemployability and political interference; students’ unrest and strikes; weaknesses in earlier levels of education; regional, gender, and class inequalities; and misalignment of education, development, and contextual strengths. Proposed future strategies included the calls for governments to enhance regional consultations on development and education, the need for specialization in programs rather than duplication, enhancement of international collaborations and networking, rethinking the role of education in development within given contextual and environmental realities, and good governance and adequate funding of education.

The twenty-first century is noted globally as the urban century because more than half of the world's population lives in cities. This population is projected to increase to 70% by 2050. South Africa is no exception to this phenomenal increase in urban population. More than 60% of South African population lives in urban areas, and this figure is projected to increase to 71.3% and 80% by 2030 and 2050, respectively. Access to human settlement by this teaming population remains a challenge. The problem of access to human settlement is compounded by historical apartheid's spatial geography characterized by racial segregation, fragmentation of urban space and separate development. During the apartheid period, settlement patterns were designed and planned in accordance with racial differentiation. This resulted in fragmented, segregated and dysfunctional residential settlements pattern that forced many people to travel long distances between place of work and home. Since 1994, the various housing policies, programmes and legislations have not been able to find solution to the spatial challenges that South Africa faces. The objective of this book is to investigate and unravel mixed-income housing development planning strategy and how this housing typology with a new framework can bring about spatial integration, inclusive cities, improved access to services and the promotion of social cohesion and economic inclusion. This book utilized the case study research design and employed the Delphi method for the investigation. The findings reveal that proper coordination across all sectors of government and good working relationship between the private and public sectors will increase the sustainability of mixed-income housing development. This study also supports existing theory that mixed-income housing might not be able to bring about the overall social integration, and solve all housing problems but has the unique tendency and potential in the South African case to address spatial imbalances by increasing the affordability of low-cost housing. This book concludes that there is need for both inter-sectoral and intergovernmental collaboration as well as proper coordination/adequate urban planning policies to address the increasing human settlement challenges in South Africa and for effective implementation of mixed-income housing development.

This chapter explores the influence of the banking and insurance sectors on the economic growth of Czechia, a nation with unique financial dynamics ideal for this study. Our aim is to ascertain the contribution of these financial institutions to economic growth, addressing the divergence in empirical findings that have marked this research area for decades. We scrutinise the impact of various factors, including sectoral development and the efficiency and stability of these institutions, all within the Czech context. Utilising the Granger causality test, we assess the role of several indicators related to the development of the banking and insurance sectors. Our findings reveal that in Czechia, the evolution and operational efficiency of these financial institutions significantly drive economic growth. This study provides an in-depth understanding of the role these sectors play in the Czech economic landscape, affirming their crucial contribution to the nation's economic prosperity.

In this chapter, we discuss talent development in the context of higher education. After discussing the advantages and disadvantages of inclusive and exclusive approaches to talent development, we present empirical data that detail how the participants of a focus group study perceive talent development in higher education. Our data show the importance of a contextualized reading of talent development as the competitive context in academia hinders an inclusive focus on talent development. This context results in a performance-centred, instead of a development-centred approach to talent management, where outperforming others in narrowly defined areas (e.g. publication record) is the main goal. We show that in such a context the development of competitive talent is rewarded, and the development of communal talent is not. The focus on performance instead of (inclusive) development becomes more pronounced when employees move through their career and is believed to have several negative consequences. Mostly women perceived that such a non-inclusive approach to talent development hinders the development and deployment of their talents and obstructs their career progression.

This chapter considers the current situation of community-based tourism (CBT) in Sri Lanka, available potentials to promote this for the future tourism industry in Sri Lanka and demand and global trends of CBT. This chapter consists of an introduction examining CBT in the global scenario. This chapter's second title discusses the potential of CBT in Sri Lanka. The third topic concerns the demand and trends of CBT in a changing economy. The fourth topic is discussing global best practices and policies for CBT development. Finally, it concludes with recommendations and suggestions for CBT development in Sri Lanka.

This case study was conducted through qualitative analysis, and data will be collected with primary and secondary data. Primary data will be collected through interviews with industry stakeholders, tourists and other relevant interviewees. In addition, it will be carried out observation on selected community-based destinations. Furthermore, the secondary data will be gathered through books, articles, research papers, websites and other materials. This chapter conducted an empirical study on CBT in Sri Lanka. It brings the values of CBT to a changing economy. Furthermore, this study identified problems, potentials, demands and trends for future tourism development by evaluating global best practices and policies.