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This issue is a selected bibliography covering the subject of leadership.

Without aspiring to emulate Robert Browning's song thrush, we venture to repeat an admonition on smoking in the food trade of almost a decade ago. (The Smoking Habit, 1962, BFJ, 64, 79). The first time it coincided with a little research we had undertaken, which later saw the light of day epitomized in article form and was enthusiastically (sic) commented upon in sections of the press and then died as if it had never been born. (Tobacco and Lung Cancer, 1965, Med. Offr., 2955, 148). Now, it coincides with the most concentrated, officially inspired, campaign, so far, mounted against the evils of smoking. The most striking fact about all these national efforts every few years is the lack of success in real terms. A marketing organization achieving such poor results would count it a costly failure. It would be unfair to say that none have given up, but with a habit so ingrained, determination is required and in many, if not most, of those able to refrain, the craving is so great that they are smoking again within a week or so. Overall, the smoking population is enormous, including, as it does, girls and women‐folk. Once, it was undignified for a woman to be seen smoking. We recall a visit by Queen Mary to the village Manor House, just after the First War; she was an expert in antique furniture and came to see the manor's collection. When Her Majesty asked for a cigarette, the village rang with astonishment for days. Nothing as amazing had happened since Cavaliers and Roundheads tethered their horses beneath the three great poplars which stood on the green. “Queen Mary! 'er smokes!”

On February 18, 2021, the NASA Perseverance rover traveled 292.5 million miles, safely landing on Mars, proving the power of science, technology, engineering, and mathematics (STEM) in accomplishing such a historical feat. Glaringly absent from the photos, tweets, and commentaries showing NASA's team celebrations, however, are African American males. Their absence gives rise to the question “Where are the Black males?” – not just in NASA's celebratory photos, but in STEM-related careers altogether. Perhaps even more important questions are “What K-12 systems are in place that exclude Black males from being prepared – academically and socially – for careers with NASA and the like? And what strategies are necessary to engage them in STEM education?”

In this chapter, the author offers a historical overview of the STEM contributions offered by Black males, while explaining the competition of academic identity and Black male identity in successful school experiences. Four K-12 education barriers that derail African American males from their STEM trajectory are highlighted. As a conclusion, strategies to engage Black males in developing and nurturing an early interest in STEM are offered.

The following report was brought up by Dr. P. Brouardel, Dean of the Faculty of Medicine of Paris, President of the Commission, and was submitted for the approval of the Congress:

The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering stakeholders as key players in serving the market and in improving HE instruction, a two-sided collaborative involvement should aim at satisfying the mutual interests and overcoming existing barriers. Quality assurance systems have always supported crossing these barriers to link with the external stakeholders. However, many of the external quality assurance agencies (EQA) in the Middle East and North Africa (MENA) region specify a group of external holders, limiting the various types of key stakeholders needed to enhance the academic programs. On the other hand, there are encountered risks in involving stakeholders if left with no objective guidance, especially that quality agencies are formidably urging the universities to consider the external stakeholders’ inputs to satisfy the quality assurance standards. The main objective of this chapter is to investigate the types of stakeholders’ and their levels of involvement within the local higher education institutions (HEIs). The chapter aims to provide an insight to invest in this involvement and utilize it to further improve the programs and their graduate attributes and suggests actions that would proficiently and truly enhance the involvement of external stakeholders. The outcomes of this chapter are expected to guide the EQAs and the HEIs to develop new practices in involving stakeholders, such as curriculum input, collegiate internships, aligning graduate attributes to market needs, financial support through endowments, professional development, and partnerships in service-level agreements.

In terms of the concept of broken home as a juvenile delinquency risk factor, whilst Nigeria and Ghana are culturally different from western nations (Gyekye, 1996; Hofstede, 1980; Smith, 2004), parental death (PDE) and parental divorce (PDI) have been previously taken-for-granted as one factor, that is ‘broken home’. This paper aims to deconstruct the singular model of ‘broken home’ and propose a binary model – the parental death and parental divorce hypotheses, with unique variables inherent in Nigerian/Ghanaian context.

It principally deploys the application of Goffman’s (1967) theory of stigma, anthropological insights on burial rites and other social facts (Gyekye, 1996; Mazzucato et al., 2006; Smith, 2004) to tease out diversity and complexity of lives across cultures, which specifically represent a binary model of broken home in Nigeria/Ghana. It slightly appraises post-colonial insights on decolonization (Agozino, 2003; Said, 1994) to interrogate both marginalized and mainstream literature.

Thus far, analyses have challenged the homogenization of the concept broken home in existing literature. Qualitatively unlike in the ‘West’, analyses have identified the varying meanings/consequences of parental divorce and parental death in Nigeria/Ghana.

Unlike existing data, this paper has contrasted the differential impacts of parental death and parental divorce with more refined variables (e.g. the sociocultural penalties of divorce such as stigma in terms of parental divorce and other social facts such as burial ceremonies, kinship nurturing, in relation to parental death), which helped to fill in the missing gap in comparative criminology literature.