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The phenomenal growth of the hospitality sector has exponentially increased the quantities of food waste being added into the system. The Food and Agriculture Organization of the United Nations estimates that around one-third of the edible parts of the food produced for human consumption gets lost or wasted globally. Along these lines, hospitality food waste represents a significant societal challenge. A review of literature suggests that majority of existing hospitality studies have primarily focused on management's role in reducing food waste and only a few studies have looked into consumer food waste behavior. This chapter also identifies key behavioral tools that support reduction in individual food waste behavior and provides a basis for future empirical investigations.

While research on intergenerational service learning has focused on the benefits for the students, very few studies have focused on the older adults who are the recipients of the service learning. For the current study, we were interested in the benefits of service learning for both the college students and the older adults who participated in a service-learning course. Qualitative data were collected from both the students in a sociology of aging service-learning class and the older adults who participated as recipients of the service learning. Data from the students were collected via student journals and open-ended questionnaire responses written by the students. Data from the older adults were collected via interviews by the students as well as open-ended questionnaire responses written by the older adults. The following themes emerged as benefits to students: (1) a better understanding and less fear of aging; (2) a desire to learn more about older adults; (3) a desire to engage more with older adults. The themes for the benefits to the older adults included (1) improved social connections and companionship and (2) becoming family. We found that engaging in intergenerational service-learning courses is beneficial to all those who are involved.

Resilient and sustainable supply chain management is emerging as a focused area of research in the field of supply chain management. This article aims to introduce this edition of Advances in Environmental Accounting and Management and explore opportunities for research related to resilient and sustainable supply chain management. A critical analysis of literature found the need for developing the theory underpinning resilient and sustainable supply chains and the need for rich empirical studies. The six articles included in this edition present a variety of contexts including food supply chain, environmental accounting models, energy sector, human resources, modern slavery, horticultural worker exploitation and sustainable transport in jurisdictions like Australia, European Union, Fiji and India. Overall, this edition contributes to both theoretical and empirical literature on resilient and sustainable supply chain management and presents a repository of research that explores this area using an accounting and environmental management perspective.

Similar to other parts of the United States, its southern region is still wrestling with the implications of the resegregation of America’s schools. Unlike other parts of the country, however, the Deep South demons are rooted in a vastly different historical context. This chapter offers an historical analysis of the educational problems in the Deep South, with strong emphasis on gifted programming. Further, in this chapter, we present and describe a framework that could guide educators as they strive to identify giftedness among children of color and implement programming in a culturally responsive manner.

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.