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This chapter reviews identity, culture, and Indigeneity, examining indigenous research pathways as a decolonizing research method. In this context, the chapter explores indigenous research challenges. It explores phenomenology of practice, reflexive ethnography, and grounded theory as possible research methods to advance indigenous studies and help decolonize research methods.

We examine the relationship that exists among bond ratings, bond yields, and various estimates of a firm's contingent environmental remediation liability using a sample of new bond issues. Our results indicate that the largest external EPA-based estimates of the firm's environmental obligations are significantly associated with a firm's bond rating, providing relevant incremental information beyond that supplied by the environmental accruals presented in the financial statements. Furthermore, while the accrued environmental liability is shown to have a direct association with the bond yield, the external EPA-based estimates provide an indirect relationship with the bond yield through their influence on the bond rating. These results contribute to the extant literature by empirically clarifying the role of various environmental liability estimates in establishing a firm's bond rating and further indicating their connection with the pricing of corporate debt.

Organisations and systems of care working within both specific and non-specific trauma-informed approaches must adapt a multicultural lens, in design, delivery and evaluation of services and interventions. Cultural and social factors can directly influence the exposure of individuals to traumatic events (Roberts, Austin, Corliss, Vandermorris, & Koenen, 2010). At the same time, social and cultural identities influence the development and experience of trauma and symptoms, including treatment outcomes (Marsella, 2010; Wilson, 2007). In this chapter, Ravind Jeawon and I provide some of the essential factors that trauma-responsive systems may wish to consider. The first part of this chapter deals with the idea of multicultural identities and practices and highlights some of the outcomes associated with accessing behavioural healthcare. The impact of intersectionality and microaggression on those from diverse backgrounds is also considered. Finally, a guiding framework is provided that examines what needs to be implemented across organisations in order to provide the system with a multicultural lens in which to view and deliver appropriate services. Crucially, multicultural responsiveness will not come from tick box training regimes, it is something that needs to be kept on the agenda and is a lifelong trajectory.

Researchers in the field of leadership are increasingly turning their attention to the concept of emotional intelligence (EI) to better understand how aspects of individual difference may help to explain variations in leadership behavior. Importantly leadership practices that foster positive affectivity have been found to be associated with important job- and work-related outcomes. This study aims to investigate whether EI moderates the relationship between a measure of leader–member exchange (LMX) and important work-related outcomes within Malaysia. LMX was found to be positively associated with organizational citizenship behavior, job satisfaction, organizational commitment, psychological well-being (PWB), and in-role performance. However, the relationship between LMX and job satisfaction, LMX and organizational commitment, LMX and PWB, and LMX and in-role performance was also found to be moderated by EI. The findings suggest that EI can help leaders and subordinates to facilitate stronger identification and emotional attachments with each other.

In this chapter, my aim is to describe and analyse conceptually and provide direction for the identification, selection and use of assistive technologies (ATs) to support the education and development of young children with disabilities. The chapter discusses the quality of early intervention practices and the pragmatic role of ATs in delivering effective early intervention impacts. In making this case, the chapter draws upon Vygotsky's cultural-historical theory to illuminate how ATs can be selected and used effectively in schools to enable all young children to thrive in their learning and development in inclusive classrooms.