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The numbers are staggering. Between 1820 and 1980, a span of 160 years, approximately 50 million immigrants have entered the United States (see Tables 1 and 2). The United States has traditionally received immigrants and, in fact, has received a larger number of immigrants than any other country in history. Even now, immigrants are still flocking to the US. More recent statistics for this decade show that during the five year period between 1981 and 1985, an average of 573,000 legal immigrants were admitted to the US. In addition to legal immigrants, according to some estimates, the number of illegal immigrants is growing by up to 500,000 a year. This steady flow of immigrants is having a significant impact on demographics. The Census Bureau estimates that immigration now accounts for about 28 percent of the US population growth. Because of the close proximity to many Latin American countries, one of the fastest growing ethnic groups of immigrants is the Hispanic (see Table 3). Latin Americans accounted for 35 percent of all legal immigration between 1981 and 1985 and account for three‐fourths of the estimated 500,000 yearly illegal immigrants. Hispanics, as a group, are growing so fast that according to a study conducted by Leon F. Bouvier and Robert W. Gardner, if present trends continue, within a hundred years non‐Hispanic whites of European origin will no longer constitute a majority of the US population. In addition, if current legal and illegal immigration trends continue and annual immigration averages one million, the non‐Hispanic white population would drop to just under 50 percent by 2080.

There are a vast number of foreign‐born and minority employees in the United States. Using Hofstede's four dimensions of cultural values — power distance, individualism, masculinity and uncertainty avoidance — as well as some more basic cultural differences between nationalities, the conclusion is reached that American companies must carry out cross‐cultural management programmes to keep up with the changes taking place in the workforce.

In-class societies such as the Mini-Society and Mini-Economy provide opportunities for teaching important lessons about choice, scarcity, and economic organization. Those lessons are multiplied when in-class societies meet each other for simulated international trade. We describe a Global Entrepreneurship Marketplace Fair (GEM Fair) for participating elementary and middle school students. The basics of in-class societies, the benefits of cross-society trade, and the administrative setup of an international marketplace are summarized. The limitations of a GEM Fair as also discussed, including large subsidies from parents, “end-of-the-world” effects near the end of a GEM Fair, and the tendency of a free GEM Fair market to produce too many snack food items (from a parent’s or teacher’s point of view).

The purpose of this paper is to describe survey findings on onboarding initiatives at the Carnegie Doctoral Research Institutions of Higher Education libraries. The findings would be helpful to libraries that are at the beginning of their own onboarding initiatives or that wish to compare ongoing efforts.

The authors conducted a survey of Carnegie Doctoral Research Institutions of Higher Education libraries using Qualtrics, an online survey software. Link to the survey with a short explanation was e-mailed to the 319 identified contacts and 111 responses were received at the end of the survey.

Survey responses revealed that the most prevalent types of onboarding initiatives are an orientation to campus policies and procedures and meeting with human resources. Half of the respondents introduce new employees to the social/cultural norms of the library informally, with responsibility for onboarding falling on the supervisor. Surprisingly, diversity and inclusion have not been identified as formal components of the onboarding by those who engage in it.

Specific research into the onboarding initiatives of Carnegie Doctoral Research Institutions of Higher Education libraries does not exist.

High-altitude ice crystals (HAICs) are causing one in-flight event or more per month for commercial aircraft. The effects include preventing air data probes (pitot pressure and total air temperature in particular) from functioning correctly and causing engines to roll back and shut down. The purpose of this study is to describe the process used by the National Research Council Canada (NRC) to develop and test a particle detection probe (PDP). The probe mounts on the fuselage of aircraft to sense and quantify the ice crystals in the environment.

The probe was demonstrated on the NRC Convair and Airbus A340 research aircraft as part of the European Union HAIC programme. The probe was ruggedised, adapted for easy installation in standard aircraft fittings and tested in a variety of conditions for longevity and endurance.

Efforts to achieve the safety requirements for flight on aircraft are discussed. The challenges, surprises and opportunities for testing on which the development group is capitalised are also presented.

It was demonstrated that the detectors gave signals proportional to the ice crystal content of clouds, and results demonstrating the functionality of the probe are presented.

This paper describes the multi-year process of developing the NRC PDP from a test cell sensor for detecting engine exhaust contaminants on an aircraft ice crystal detection probe. The work included over 20 flight tests on NRC aircraft and the Airbus HAIC test programme.

This paper seeks to evaluate the arguments for and against the proposition that students in higher education are “customers” and should be treated as such.

A critical review of the relevant literature from the domains of total quality management and marketing.

The debate is polarised, with advocates regarding it as self‐evident that students are customers and should be treated as such, while critics regard it as self‐evident that the incursion of the “customer” concept into higher education degrades educational standards and damages educator/student relationships.

Researchers should investigate whether the adoption of the terminology, systems and processes of the “student‐as‐customer” leads to a degradation or improvement of the quality of education and level of service delivered to higher education students.

Ways are recommended in which the careful adoption of the term “customers” to refer to students could retain positive aspects – promoting the legitimate interests of students in the higher education system – while avoiding such potentially negative aspects as the problematic idea that “the customer is always right”.

The paper points towards a “middle way” by which educational policy‐makers and managers can obtain the benefits associated with a “customer orientation” while avoiding the difficulties associated with a simplistic interpretation of the customer concept.

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.

Roots of global Terrorism are in ‘failed’ states carved out of multiracial empires after World Wars I and II in name of ‘national self‐determination’. Both sides in the Cold War competed to exploit the process of disintegration with armed and covert interventions. In effect, they were colluding at the expense of the ‘liberated’ peoples. The ‘Vietnam Trauma’ prevented effective action against the resulting terrorist buildup and blowback until 9/11. As those vultures come home to roost, the war broadens to en vision overdue but coercive reforms to the postwar system of nation states, first in the Middle East. Mirages of Vietnam blur the vision; can the sole Superpower finish the job before fiscal and/or imperial overstretch implode it?