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This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.

Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and frameworks to promote student motivation and achievement outcomes, connections between motivation and recent frameworks and measures of SEL could be stronger. The purpose of our chapter is to help address this shortcoming. First, we begin by reviewing which theories of motivation currently appear in major SEL frameworks. Second, we introduce how a more comprehensive theory of motivation (based on an expectancy–value–cost framework) could be incorporated into SEL frameworks to advance their overall impact. Third, using examples from our ongoing research in STEM classrooms, we show how a broader knowledge of motivation can inform practitioners on how to promote key SEL competencies and subsequent achievement and engagement for students, especially to address inequities for historically marginalized and minoritized students. Finally, we close with recommendations for future directions for research and practice.

This chapter addresses quality management (QM) content on the process quality management (PQM) level in the high-technology industry of semiconductor manufacturing. Identifying critical components of a manufacturing or service process and improving them to ensure superior quality at economic costs is the overall goal of PQM. Deming was a prominent proponent of PQM as a means to optimize the performance of a product or process. In optimizing the performance of a product or process, good design practices require the evaluation of designs from a process perspective. Advanced design techniques, namely design of experiments (DOEs), are cornerstone to the optimization process, to design management, and in turn to PQM. This chapter investigates the use of DOEs in the manufacture of semiconductors. Specifically, two underlying assumptions impact operations managers using DOEs: solution differences/similarities in underlying DOE optimization methods and marginal rates of substitution. Perhaps unknown to the user, DOE optimization techniques carry strong assumptions regarding these characteristics. This chapter investigates two commonly used DOE optimization approaches applied to the operational control of semiconductor wafer production, and demonstrates that each method contains assumptions about these characteristics, which are not intuitively evident to a user.

This project of derivation that I have just described may seem strange, but is not. In this as in many respects Plato set the fashion for the millennia to come. The ideal state sketched in the Republic is not only an analogy to the soul (though it is that too); it is an implication of Plato's conception of human mental capacity, a conception that is ontological as well as epistemological. It was Plato who, according to Aristotle, first separated a universal (i.e., a concept) from particulars (i.e., a concept's physical embodiments or expressions). There are a multitude of chairs, very different in size, shape, color, and design, yet there is also a concept of the “chair,” in which all the physical chairs participate. The concept has no physical body and therefore in a sense exists outside time and space – it is immaterial and eternal. But Plato believed, reasonably as it seems to me, that it is real. It is real in the same way that a line or circle in Euclidean geometry is real even though it is not identical to any physical line or circle and cannot be – the Euclidean line has only one dimension, and the Euclidean circle only two, and there are no one-or two-dimensional objects in the physical world (although electrons are dimensionless), as far as we know.