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There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this consensus, few theory-to-practice models exist demonstrating how to achieve this goal. Faculty and administrators from a public, land-grant university located in the Midwestern United States are addressing the challenges associated with implementing equity and inclusion at their institution through the development of a model that includes intentional use of theory for designing inclusive learning environments. A primary component of this model was to develop a campus-wide policy across all departments and disciplines. This policy was collectively created with stakeholders across divisions, departments, and disciplines to integrate universal inclusive learning throughout the institution to achieve the aim of inclusive excellence. The outcomes of this policy are in the preliminary stages, but the goal is that far-reaching educational gains will occur in helping students acquire the broad knowledge, higher-order thinking skills, and real-world experiences they need to thrive in a diverse global society. The purpose of this chapter is to provide a helpful way of examining how intentional application of theory might work in higher education institutions to achieve high quality, high-impact inclusive learning for all students.

The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy, which is being gradually replaced by natural resources. The chapter authors in this volumes stress on the value of mentorship program with a focus toward mentoring those who are neglected and underprivileged. Programs that help students with visual or audio impairment has been discussed along with bridge programs, which might help in imparting an inclusive and equitable HE with accessibility to all. Case studies from Ghana to South Africa, Glasgow, and Australia are discussed to increase motivation and willingness among educators and students to apply new skills and foster new teaching experiences that can help shape effective learning outcomes for students.

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

I remember well my first conscious exchange with a Good Man. Tom was the best friend of a man I had been dating for several months, and a warm acquaintance—though hardly a friend—of mine. I had asked him to meet me for coffee one day after a troubling incident with my lover when I feared he might hit me. While he had not, as I closed and locked the door behind him that night, I was shaken by the possibility. And I was also deeply in love. I called Tom for a “reality check,” to find out if he knew of any history of physical violence, and to seek his advice.