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Educational training programs, at times, are criticized for inadequately addressing issues that occur in the field (Brydon-Miller, Greenwood, & Maguire, 2003). This omission in relevancy might possibly be attributed to the fact that teacher education faculty no longer engage with K-12 students on a daily basis. We have decided to fill that relevancy void through our graduate student action research projects. Action research projects, undertaken by graduate students within our program, not only foster reflection upon the needs of the students within their K-12 classrooms, but also inform us, as education faculty, as we prepare our undergraduate students for the world of teaching. In this chapter, we outline action research as a framework of inquiry. We argue in the chapter that engaging students in the individualized action research projects has benefits for multiple stakeholders ranging from the learners in K-12 classrooms to students in pre-service teacher education programs. Using four case studies, we illustrate how the action research process works and the ways it fosters inclusivity in classrooms at numerous levels. We will discuss the benefits and challenges to our approach and will conclude by discussing the lessons that can be learned from our experiences in humanistic education.

Research in higher education provides the foundation for the future of education and hence attracts the attention of policymakers who debate the merits and demerits of it in various contexts. Research in higher education is expected to anticipate emerging trends, problems faced by educationists, and to develop concepts that would be reliable to generate the curriculum needed for knowledge-based nations. Universities that are conscious of the future and want to contribute to coping with this rapidly changing world have been engaged in meaningful research agendas. Education now has to deal with issues like globalization, climate change, refugee crisis, new models for education systems, steering the entire system toward internationalization, and manage the institution with a scarcity of resources. These challenges call for extensive research and in-depth analysis of the problems so that a possible solution can be worked out by academics in identifying thematic areas of work and emerging fields of education. Research-based universities occupy a prime position in the 21st-century global knowledge economy. These institutions have multiple roles to play besides teaching–learning and academic achievement of their students. This book demonstrates how research is being viewed in different countries having completely diverse socio-cultural backgrounds. The authors have explored the university’s contribution toward the advancement of global science and scholarship in countries like Turkey, Kosovo, Latin America, and the United States. Authors have also explored new information and processes that are contributing to emerging trends that are significant in understanding the human condition through multiple academic and societal roles. These authors discuss issues related to culture, technology, and society, which are the foundation of intellectual and scientific trends.

In April 1994, our University Librarian requested a list of university‐related items that might be included in a CWIS as an early step in the process of establishing a CWIS for our university. I had a list of ten core items from the tide, Libraries at the AARNET Crossroads (Mays et al., 37). I then posted a request to the electronic discussion group CWIS‐L for any other (more extensive) lists that might have been compiled. The replies that I received included lists compiled by Richard Wiggins (fifty‐six items) and Rita Saltz (fifty‐three items). I added more items after spending hours exploring established CWISs and then compiled the results. The final list consisted of ninety‐six items (not including group headings). I posted this list to CWIS‐L on April 30, thanking Richard and Rita for their assistance.

I suppose that most noticeable of all the changes in our profession since I came into it has been the multiplicity of the methods by which one can become a librarian. A. E. Standley says in a recent article in the L.A.R., in 1970: “The term librarian includes the Library Association chartered librarian, the graduate with a degree in librarianship, the scholar librarian, the information and intelligence officer, the translator, the abstracter, the non‐library‐qualified subject expert”.

Explains that current public health policy puts so much emphasis on food and nutrition because the single largest cause of death is nutrition‐related, and also because it is easier for a government to promote public health through nutrition than to address ailing health infrastructures or get to grips with adult literacy. Reports, however, the gaps in health equality between different socio‐economic and ethnic groups, and across gender and age. Discusses cultural expectations of a meal and the ideal body. Infers that the higher educational level a person has, the more likely they are to be thin and to occupy a higher place in a hierarchical social structure. Suggests that more food is consumed as snacks – a triumph for mass production, marketing and advertising. Defines what is meant and understood by diet, and evaluates good and bad food. Focuses briefly on traditional food exchanges in Western Samoa and on the use of olive oil in the traditional Mediterranean diet. Indicates that choice of food may be a result of production processes rather than consumer pressure. Explores also the social and cultural interactions of meal times and the role women’s emancipation has played in changing household food and meals. Points out that the lowest socioeconomic groups favour informal takeaways, while the highest socioeconomic groups prefer formal meals out, and, therefore, that the distribution of health and illness is shaped by cultural, social, economic and political forces.

BOOKS are among the greatest and most wonderful achievements of human genius, they are also a powerful means of struggle for progress. The book accompanies man all his life; it is a creation of his brain and soul. It reflects the life of mankind and is the result of collective efforts of author and publisher, type‐setter and illustrator. But foremost a book is always and everywhere a social and political phenomenon. One of the most apt evaluations of the book was given by V. I. Lenin in 1917, when he was known to state to A. V. Lunacharsky, “The book is a great force indeed”.

This article is the result of a brief survey, conducted across the Internet by researchers from the Archives and Records Management Programme at the University of Wales at Aberystwyth. The authors discuss the need for records management training and education world‐wide, and the emergence of records management as a subset of information management, with an acknowledged impact on the systematic and efficient management of organisations. They show how the focus of records management has shifted over the recent past from the archival management of unwanted documents, to the management of electronic systems, giving records managers an equal standing with other professionals in the field of information management. Using a comparison between Malaysia, where much of the training is provided by visiting consultants, and the United Kingdom, where records management training is provided by the universities, the authors conclude that the needs of qualified and well‐informed professionals in this distinct field is dependent upon the training and education provided by courses in universities world‐wide. Their survey, however, reveals that there is no standard approach to the training provided by these institutions: some are likely to reflect their archival origins, others represent various streams of the broad context of information studies.

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the construction of professional identity. Much has been written to describe the “self-concepts” of those practicing and researching in the field, but there have been no investigations that have explored how these “self-concepts” form. In addition, although women have contributed to defining the “self” in the field, men have held the dominant perspective on the subject. Thus, in this chapter, we address a disparity in the research by exploring the construction of professional identity in the field of organizational development and change, and we give voice to the renowned women who helped to build the field. Using the profiles of 17 American women included in The Palgrave Handbook of Organizational Change Thinkers, we perform a narrative analysis based upon the concepts and models prevalent in the literature on identity formation. By disentangling professional identity formation of the notable women in the field, we can begin to see the nuance and particularities involved in its construction and gain deeper understandings about effective ways to prepare individuals to work in and advance the field.