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The purpose of this chapter is to give an interpretation to the limits of Indonesia’s forestry policy through the sustainable development approach analyzing the crossroads between economic development and environmental sustainability. There is an expansion and intensification of industrial plantations such as palm oil, as part of the economic development strategy, which must coexist with ongoing efforts of conservation of forest resources in the pursuit of environmental sustainability, including policies such as the Forest Moratorium.

The study explores the influence of the economic development of the palm oil industry in the environmental sustainability of the Forest Moratorium during the period 2011–2014. A case study on the Forest Moratorium is presented analyzing the operativeness of sustainable development principles in the discourse and concrete actions of this specific policy.

The study evidences that there is a basic problem in Indonesia’s forestry policy and the sustainable development approach, not only because of its inherent contradictions, but also due to the flaws in its interpretation and implementation. It is necessary to rethink the sustainable development, its scopes and limitations, taking into consideration its hybridity, dynamism, and constant transformation. It is also necessary to consider the feasibility of a paradigm shift or a search for sustainable solutions based on other parameters. One way of doing it should include a more participatory approach with a joint work by the government, local communities, nongovernmental organizations, the private sector, and academia.

First, as this is a case study the findings are not generalizable; and second, the social dimension of sustainable development is not incorporated in its entirety, as this study focuses mainly on the economic and environmental dimensions.

The findings contribute to the discussion in the theoretical and public policy fields, on the crossroads between economic development and environmental sustainability in the international agenda for sustainable development.

The study allows capturing the discussion in a concrete case and learning from the experience of Indonesia, its institutional failures, and the causes of its environmental problems.

Indonesia is one of the world’s “megadiverse” countries, providing ecosystem services that accrue at the global scale. However, control over access to and use of natural resources has historically been a source of tension between the central government and local communities, with the latter usually being marginalized by the former. Since the fall of the authoritarian Suharto regime in 1998, however, a grassroots movement supports the revitalization of customary communities and their traditional systems of social organization (adat). A major part of this quest for legitimacy is the portrayal of indigenous people as environmentally benign. This chapter describes how indigenous systems have been influenced by political processes over time. We then describe how the changing political–administrative landscape has given rise to a national indigenous rights movement. We also analyze international factors that have contributed to the emergence of the indigenous movement before discussing potential challenges facing the movement in the future. This chapter seeks to get beyond the simplistic conflation of indigenous peoples and environmentalism by understanding the strategic articulation of indigeneity and environmentalism.

The metaphor of a poker game suggests the reality of international business as a competitive field in which players test their wits against each other, often using guile, and play at high levels of uncertainty. The game's rules are essentially simple but there is extensive room to maneuver. If business were actually conducted internationally with one set of clear rules used by all, then it would be like chess. A chess master can play against many others, given the highly structured nature of the game's processes. A poker master takes on a different kind of complexity, and in that, the reading of others’ minds, characters, behavior patterns, and interactions becomes crucial. The essential challenge of the global mindset is that, whereas you might think you are playing chess against several opponents, you are actually playing poker.

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this study largely indicate that there are no significant disadvantages for Black graduates of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

Purpose – This chapter examines the challenges in exploring, analysing and developing the concept of social capital, seen as the proclivity (or otherwise) of societies to engender stable structures for cooperativeness that support economic exchange and control. The authors focus on Asia and outline a theory of researchable social capital elements. Methodology is considered against the contexts of Asia. The authors emphasize the role of higher education as determinant, seeing it as crucial to the accumulation of human capital and often at the centre of many theories of societal progress.

Findings – The authors’ findings are that social capital is a contested concept that does not rest within a bed of widely adopted theory; researching it comparatively requires acknowledging societal meaning structures; there is emerging acceptance of complexity theory, evolutionary dynamics, and multi-disciplinary analysis; it is possible to disaggregate the concept into researchable issues; many research methods are available.

Implications – Modes of human cooperativeness are crucial for the understanding and comparison of economic systems. Implications are strong and pervasive for policy and practice. The authors find no evidence of a distinct indigenous ‘Asian’ perspective in research but much evidence of powerful contributions from Asian scholars working collaboratively with colleagues internationally.

Originality/Value – The chapter provides a helicopter perspective of an emerging field, notes conceptual challenges and gives practical guidance for researchers.

The nature of rural living is often characterized as remote, limited in social and academic experiences and opportunities, and predominantly White and low income. For Black gifted students, these characterizations define daily isolation and alienation, accompanied by racially oppressive conditions that cause stress and give constant reminders of their oppressed group status, despite their high intellectual, academic, affective, and creative potential. These conditions, coupled with the misnomer that being a rural student means that one must be from the dominant culture, render them invisible on many social and demographic variables. Most scholarly research related to rural education focuses on one demographic – poor White students from Appalachian, Midwest, or Southern communities. While most of the literature focuses on this demographic, the majority of Black gifted students living in rural areas are located in the southern region of the United States. The Black rural community, including Black gifted students, is almost invisible in literature explicating the conditions of rural education in America. This chapter takes an updated look at Black gifted students in rural America based on our previous work on this population. We explore where these students reside, the traits that make them unique, which includes attention to culture, and make recommendations for future research and programming to meet their intellectual, academic, creative, and psychosocial needs with attention to access, equity, and excellence.

The watershed approach is recognized as a holistic approach to ecosystem management. The chapter examines the concept of watershed as an ecosystem in relation to ecosystem management, disaster risk reduction, and climate change adaptation. It describes the importance of watersheds in disaster risk reduction and climate change adaptation. It specifically looks at the watershed approach and provides some case studies showing the important role of communities in watershed management. Moreover, it discusses some incentive schemes in managing watersheds.

This chapter examines the relationship between community educational attainment and Fourth Amendment legal principles being implemented in public schools. Using education attainment data obtained from the U.S. Census, this study examined the influence of educational attainment on how searches of students were conducted and the relative legal and judicial outcomes. The results of this study offer insight on issues related to forms of discipline in public schools and contribute to knowledge bases in the fields of economics, law, social theory, and educational leadership and administration.

Prior studies regarding the Fourth Amendment in schools focused largely on administrative decisions, judgments, and practices, but the aspect of educational attainment has been minimally investigated. Findings suggest community educational attainment has little to no predictive influence on aspects related to student searches examined in the study, which include the intrusiveness level of the search and the number of searches occurring during a single search event. Implications for future research and leadership are discussed.

“The second attempt to model monopolistic competition was far more successful than the first, essentially because the second attempt introduced a formalization that had all the relevant characteristics of monopolistic competition but was still relatively easy to handle” (pp. 1–2). The story of the first revolution is that various precursors, such as Marshall, understood that the middle ground between perfect competition and monopoly was fraught with danger, so they avoided it. In the 1930s, Edward Chamberlin and Joan Robinson independently applied the marginal revenue curve to draw the now-familiar equilibrium position for a profit-maximizing, monopolistically competitive firm. However, the first revolution never really succeeded: “Given the elegance of the monopolistic competition model, it is surprising to see how little influence it had on economic theory” (p. 10). Several of the papers make reference to the failed 1930s monopolistic competition revolution without going into detail. It seems that it is an agreed upon fact.