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Sustainable development is generally a difficult concept to explore in an educational setting. Those attempting to teach it require the inter- and transdisciplinary skills to be able to foster in the students not only the knowledge assimilation but also the deep acquisition of values (Faham, Rezvanfar, Mohammadi, & Nohooji, 2017; Lambrechts, Mulà, Ceulemans, Molderez, & Gaeremynck, 2013). Sustainable education is embedded in the curriculum of Food Technology students throughout their four-year degree at Harper Adams University. In this chapter, a brief description of how the curricula are organized is presented. Emphasis is given to one module in the final year of the degree where the content and pedagogical practice as well as the pedagogic nature of the learning environment is analyzed in the light of the literature. The teaching and learning practices developed, and the extent to which they equip the students with skills such as critical thinking, analysis, reflection, and complex problem solving is explored. Two case studies are presented, namely the Loess Plateau (China) and the Chiapas Coffee Farmers (Mexico). These serve to contextualize the extent that students can draw from teaching and learning strategies in the module as well as other experiences (personal or from other modules) and use these to frame the students’ learning.

This chapter determines the impact of potential leaders in enabling professional independence to teachers in Autonomous Educational Institutions located in rural areas across the globe. The performance of students and institutions is majorly driven by the quality of teachers. Students perceive that a teacher should develop a responsible bond with students by sharing valuable knowledge following principles of ethics. Autonomous Institutions perceive that a teacher should commit toward their duties being a loyal person. Higher Education Commission of India governs and promotes same set of norms for regulation and academic standards (University Grants Commission, 2020).

Teachers with content-focused teaching and experienced teaching positively impacted on the development and achievement of students. Teachers play a vital role in the development of students’ personality and build their abilities to overcome challenges in professional and personal life events (Harris & Sass, 2008). So a teacher should be motivated to deliver their responsibilities with dedication and institutions should provide autonomy to both teachers and students for better growth of each individual. Quantitative research methodology is applied using Questionnaire as an instrument to measure three variables, namely teacher-learner autonomy, values-driven culture, and need of transformational leadership. Targeted population includes teaching, non-teaching staff, scholars, and students from autonomous higher educational institutions located in rural and semi-urban areas. The outcomes detail about the need of autonomy to teachers and students in institutional environment and the type of culture that inculcates ethics and morals in the lifestyle of students and teachers for positive transformation.

This research paper proposes that the conduct of supplier relationships can be improved through a “self‐organized logistical network”.

An analysis has been conducted on logistical supply chain which ensures to define a self‐organized logistical network. In such a network, each supplier can evaluate its own performance by using a decision‐making method involving multiple criteria. Indeed, such method is therefore recommended to reach a satisfactory solution. For that, a typology of performance was proposed and a multiple criteria method was chosen. Indeed, among several methods available, the Analytic Hierarchy Process (AHP) method has been chosen.

The paper suggests quantifying an evaluation of each potential supplier who responds to a call for proposal from a customer, according to rules and criteria that are impartial and common to all. The process enables the emergence of the “best” supplier. The proposed approach allows a balance to be achieved between load and capacity at the supplier level, and produces a smoothing of the load curve among the various suppliers with the long‐term objective of establishing a fair system among the suppliers on the network. Our approach suggests a customer‐supplier (C‐S) relationship control where all entities C‐S partners, communicate and negotiate to respond as best as possible to the customers requirements. To each supplier, we associate a decision‐making centre through which he can self evaluate his performance in order to be able to take part to negotiations within a self organized logistical network.

The research focuses particularly on the study of the decision‐making centre.

Scholars in information science have recently become interested in “information experience,” but it remains largely unclear why this research is important and how it fits within the broader disciplinary structure of information science. The purpose of this paper is to clarify this issue.

The discussion unfolds in the form of a philosophical dialogue between the Epistemologist, who represents the traditional and majority epistemological viewpoint of information science, and the Aestheticist, representing the emerging paradigm of experiential information inquiry.

A framework emerges that recognizes dual conceptualizations of truth (veritas and aletheia) and consequently information and knowledge (gnostic and pathic). The epistemic aim of understanding is revealed as the common ground between epistemology and aesthetics.

The value of studying human experiences of information is grounded in work spanning philosophy, psychology and a number of social science methodologies, and it is contextualized within information science generally. Moreover, the dialogic format of this paper presents an opportunity for disciplinary self-reflection and offers a touch of heart to the field.

The Economic Commission for Latin America (ECLAC) was created in the post-war, when Latin-American countries were facing disequilibrium in international trade, capital shortage and rising inflation. The ECLAC intended to aid in the definition of a development strategy that could deal with these issues. Between the first ECLAC publications, three of them are considered to be “the trilogy that founds the structuralist theory” (Bielschowsky, 2011, p. 8): the Latin-American Manifesto, the Economic Survey of Latin America-1949, and Theoretical and Practical Problems of Economic Growth. These documents set the center-periphery relation as a conditioning feature for the behavior of national economies, and describe the trajectory of terms of trade deterioration and its consequences to peripheral nations. The objective here is to argue that this trilogy contains an analysis of inflation in underdevelopment, and anticipates the main elements of what would later be called the structuralist theory of inflation. The introduction depicts the context that originated the ECLAC and the debates on how to foster post-war Latin-American development. The second section analyzes the Singer Report and the Latin-American Manifesto with regard to the causes of inflation in peripheral nations. The third section discusses the Economic Survey of Latin America – 1949, with a focus on the consequences of technology incorporation in underdeveloped structures. Section four explores “Theoretical and Practical Problems of Economic Growth” and the issue of inelastic production. Section five surveys the incorporation of Prebisch’s approach into the Brazilian debate. The conclusion sets Prebisch’s contribution in perspective with other structuralist authors.