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In decades since the Rio Summit, freshwater has become an increasingly prominent issue in the global arena and attention has turned to the role of the corporate sector. Various (predominantly voluntary) corporate water accounting standards currently exist, from water-related components in wide-ranging sustainability standards such as the Global Reporting Initiative through to standards specifically focused on water and/or a particular industry. While academic research on adoption of these standards is sparse, initial findings reveal generally poor water reporting in terms of both quality and quantity. In future, the major areas where reporting (and standards) could be improved are the provision of site-level water information and the assessment of water risk throughout the supply chain.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

This chapter provides a contemporary view of state-of-the science research and thinking done in the areas of selection and classification. It takes as a starting point the observation that the world of work is undergoing important changes that are likely to result in different occupational and organizational structures. In this context, we review recent research on criteria, especially models of job performance, followed by sections on predictors, including ability, personality, vocational interests, biodata, and situational judgment tests. The paper also discusses person-organization fit models, as alternatives or complements to the traditional person-job fit paradigm.

The Pacific Island countries are culturally diverse, politically challenging, extremely vulnerable to climate change and natural disaster impacts, and financially heavily dependent on aid flows. This chapter examines barriers and opportunities for Green growth (GG) to flourish in a country with a practically non-existent real economy and which is currently under the threat of disappearance under water. It draws on a visiting experience and lessons from the literature and tries to investigate the role of innovation and entrepreneurship as poles of re-birth and local creativity. More particularly, I here discuss why a least developed country such as Kiribati might be the perfect location for dynamics of GG to get born and how, Kiribati, a country under threat and fear, can be transformed into a lighthouse of entrepreneurship which can give boost to the implementation of one of the most advanced energy technologies in the world. I also discuss how, ultimately, a “least developed economy” can secure scientific lessons, which are highly significant for the international knowledge society.

This chapter discusses textography as a strategy for researching academic writing in higher education. Textography is an approach to the analysis of written texts which combines text analysis with ethnographic techniques, such as surveys, interviews and other data sources, in order to examine what texts are like, and why. It aims to provide a more contextualized basis for understanding students’ writing in the social, cultural and institutional settings in which it takes place than might be obtained by looking solely at students’ texts. Through discussion of the outcomes of a textography, which examined the written texts submitted by visual and performing arts doctoral students at a number of Australian universities, we reflect on what we learnt from the study that we could not have known by looking at the texts alone. If we had looked at the texts without the ethnographic data not only are there many things we would not have known, but many of the things we might have said would likely have been right off the mark. Equally, had we just had the ethnographic data without the text analysis, we would have missed the insights provided by the explicit text analysis. The textography enabled us to see the diversity of practices across fields of study and institutions as well as gain an understanding of why this might be the case, all of which is of benefit to student writers and their supervisors.