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The political factors of a country have a high influence over the economic development process. Economic development came at a high cost to the environment, from climate change to biodiversity loss when the government’s development policies disdain environmental aspects. People of lower socio-economic countries are disproportionately affected by environmental hazards related to irresponsible economic development which is sometimes disregarded by the political leaders. These politics-induced economic development causes the degradation of environmental quality and damages the ecological structures and processes upon which it depends, which have ultimately raised the question of environmental sustainability of the future generation. With the name of increasing living standards through frenetic economic activity, the world community has been destroying the natural resources and global ecosystems without conserving for the next generations’ well-being. However, using a qualitative approach, the chapter reflects the correlations among the political determinants and the economic development, and examines the issues that impede environmental sustainability. It explores how politics and economic development have driven environmental degradation and accelerated climate change. The chapter minimises the knowledge gaps in politics, development, and environment nexus by providing a comprehensive account of the dynamic interplay between different variables.

Without controlling for selection bias and the potential endogeneity of the treatment by using proper methods, the estimation of treatment effect could lead to biased or incorrect conclusions. However, these issues are not addressed adequately and properly in higher education research. This study reviews the essence of self-selection bias, treatment assignment endogeneity, and treatment effect estimation. We introduce three treatment effect estimators – propensity score matching analysis, doubly robust estimation (augmented inverse probability weighted approach), and endogenous treatment estimator (control-function approach) – and examine literature that applies these methods to research in higher education. We then use the three methods in a case study that estimates the effects of transfer student pre-enrollment debt on persistence and first year grades. The final discussion provides guidelines and recommendations for causal inference research studies that use such quasi-experimental methods.

This chapter discusses teaching strategies designed to help students develop an open-minded and critically self-reflective worldview. By attending to the perceptual dimension of global citizenship education, students and instructors begin the important work of reflecting on the deeper influences that consciously or unconsciously influence one’s global perspective. Research suggests that these goals are best achieved through cross-cultural learning experiences that involve people of different backgrounds. The cross-cultural learning experiences discussed in this chapter include meeting with local residents who moved to the United States within the last decade and who now send their children to the schools that students enrolled in teacher education courses would teach in. Additionally, technology was used to connect graduate students seeking their teaching license in the United States with graduate students and teachers in Durban, South Africa as part of an ongoing reflection on how one develops perspective consciousness. The learning activities described below align with the tenets of global education because they are not specific to one discipline or content area but rather focus on ways to develop habits of mind, perspective consciousness, cross-cultural learning opportunities, and a sense of responsibility as aspiring educators that are applicable across the sciences, arts, and humanities.

Circular economy (CE) has gained the attention of the business community with the promise of several trillions of dollars to be gained from finding productive uses for waste materials, and developing new business models focused on extending and reimagining the useful life of products. Industrial symbiosis (IS) involves the shared management of resources among multiple firms, most often within some geographic proximity. IS is particularly focused on the reuse of secondary materials, such as industrial by-products, for which conventional recycling does not exist. IS and CE represent a radical reconceptualization of business models from individual to collective competitive advantage with private and public benefits. IS has been recognized as a novel strategy for businesses and regions interested in implementing the CE. In this chapter, we explore the conditions and circumstances in which IS could play a pivotal role in increasing circularity and sustainability in diverse supply networks.

Blockchain, in general, diversifies supply chain management in record-keeping and maintains authenticity. In addition, traditional issues and challenges like overflow and information overload press down mysteriously whenever the blockchain steering wheel of the supply chain turns. Factually, the miracle and twists in supply chain resilience have not been incorporated under systematic review homogeneously. As a result, this study reviews the potential impact of blockchain on logistics and supply chain (LSC) efficiency. The methodology of this study provides a subjective assessment of the utility of blockchain-based LSC performance.

On the other hand, the review reveals new insights on its current acceptance and applications, with a particular emphasis on the Limit Redundancy Mechanism and Core Information-based Direct Comparison. Prospectively, the identified facts under the research paradigm and extensive literature survey will subsidize the practices of blockchain technology and possible areas of extension in supply chain resilience in luminous fashion in the future. After all, this study materializes new solid magnitudes, adaptability, and a realistic overview of blockchain-based LSC movements.

This chapter compares interdisciplinary research that engages genomic science from economics, political science, and sociology. It describes, compares, and evaluates concepts and research findings from new and rapidly developing research fields, and develops a conceptual taxonomy of the social environment.

A selection of programmatic and empirical articles, published mostly since 2008 in leading economics, political science, and sociology journals, were analyzed according to (a) the relationship they pose between their discipline and genomic science, (b) the specific empirical contributions they make to disciplinary research questions, and (c) their conceptualization of the “social environment” as it informs the central problematique of current inquiry: gene-environment interaction.

While all three of the social science disciplines reviewed engage genomic science, economics and political science tend to engage genomics on its own terms, and develop genomic explanations of economic and political behavior. In contrast, sociologists develop arguments that for genomic science to advance, the “environment” in gene-environment interaction needs better theorization and measurement. We develop an approach to the environment that treats it as a set of measurable institutional (rule-like) arrangements, which take the forms of neighborhoods, families, schools, nations, states, and cultures.

Interdisciplinary research that combines insights from the social sciences and genomic science should develop and apply a richer array of concepts and measures if gene-environment research – including epigenetics – is to advance.

This chapter provides a critical review and redirection of three rapidly developing areas of interdisciplinary research on gene-environment interaction and epigenetics.

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.

This chapter introduces readers to a complex adaptive systems approach for integrating research on genes, behavior, and social structures/institutions. Until recently, scientists have resorted to reductionism as a decoding and epistemological strategy for understanding human health. The complex bonds among health’s biological, behavioral, and social dimensions, however, cannot be fully grasped with reductionist schemas. Moreover, because reducing and simplifying can lead to incomplete understanding of phenomena, the resulting deficient knowledge has the potential to be harmful.

To achieve its purpose, this primer will: (1) introduce fundamental notions from complexity science, useful for inquiry and practice integrating research on genes, behavior, and social structures; (2) outline selected methodological strategies employed in studying complex adaptive/dynamic systems; (3) address the question, “Specifically, how can a dynamic systems approach be helpful for integrating research on genes, behavior, and social structures/institutions, to improve the public’s health?”; and (4) provide examples of studies currently deploying a complexity perspective.

The originality/value of this primer rests in its critique of the research status quo and the proposition of an alternative lens for integrating genomic, biomedical, and sociological research to improve the public’s health. The topic of complex adaptive/dynamic systems has begun to flourish within sociology, medicine, and public health, but many researchers lack exposure to the topic’s basic notions and applications.