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This chapter outlines the efforts of two tenure-earning faculty members in distinctly different disciplines. Those navigating through a Historically Black College and University (HBCU) context face a unique set of challenges relative to institutional infrastructure that lends support for teaching, student development, research implementation, and scholastic activities. To address these shortfalls, the authors took action by implementing a novel and collaborative course redesign. While these efforts aimed to enrich existing course instruction, develop undergraduate students' research and teaching pedagogy, and provide culturally relevant teaching services to a partnering primary education institution, early incidents that emerged from the redesign revealed the utility of affording students such as innovative research experience (RE). The authors developed the novel assignment in accordance with Florida A&M University's Quality Enhancement Program, #WriteOnFAMU, which seeks to create a culture in which students become actively engaged in their learning through writing proficiency. Writing Across the Curriculum (WAC) supports high-impact practices, undergirded by multiple opportunities for students to participate in cocurricular writing opportunities.

Moreover, the cross-curricular integrative writing approach implemented by the instructors of these courses (the authors) provided students enrolled in the Colleges of Education and the College of Social Sciences, Arts, & Humanities a unique opportunity to become actively engaged in a multidisciplinary approach to learning. The assignment not only enhanced students' writing proficiency but also broadened their exposure to content area knowledge, afforded students an opportunity to synthesis materials across disciplines, and allowed for critical analysis relative to an action-based, translational RE. The collaborative research assignment entailed two major objectives: the developed project was to (1) improve elementary education preservice students' lesson plan writing and implementation proficiency and (2) develop emerging psychology students' ability to produce and implement an action-based research project within the realm of Social Psychology. Students enrolled in RED3013 (Teaching Reading and Diagnosing its Growth) and SOP3003 (Social Psychology) worked collaboratively to complete the course requirements. Throughout the chapter, the authors describe how this teaching approach aided in faculty and student development. The narrative elaborates on tenure-earning elements of teaching and service via peer collaboration. Additionally, the authors highlight the scanty resources that create pitfalls for affording students opportunities to develop as researchers.

The purpose of this chapter is twofold. First, to give a concise account of the current global climate situation, its previous history according to the palaeoclimate record, and climate scientists’ predictions of the consequences of various scenarios of global climate change. Then to explain why so many people continue to be oblivious to the enormous risks of continuing with business as usual.

The approach is through a comprehensive study of the relevant evidence and the scientific and scholarly literature, interwoven with philosophical reflections on their significance.

The findings are as follows: the evidence for the anthropogenic nature of global warming is overwhelming, and the prognoses for continued burning of fossil fuels (sea level rise, extreme weather, etc.) are dire. The denial stems in large part from the undue influence of climate scepticism movements, lavishly funded by the fossil fuel industries, combined with a variety of psycho-social and economic factors.

The implications are several. Given the complex nature of global warming, scientists need to do a better job of communicating their findings to the general public, and scholars and academics need to find ways to expose the machinations of the fossil fuel industries. And given the global impact of climate change, citizens of the developed nations need to see that a radical change in their behaviour is demanded not only by considerations of social justice but also even by their own self-interest.

The value of this philosophical approach is that it affords a more comprehensive view of the situation around global warming than we get from the more specialised disciplines.

This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS experiences, revenge, forgiveness, and the moderating role of emotional intelligence (EI). The key argument is that employees' EI can influence the AS experience through affective processes, countering supervisors' abusive behaviors.

A between-person scenario-based experiment was conducted with 366 participants divided into AS and control groups. The study explored the association between AS experience and revenge/forgiveness, mediated by core affect (valence and activation). EI abilities were measured as a moderator. Data analysis examined the relationships and interactions among AS, revenge/forgiveness, EI, and affective experiences.

The study reveals significant findings indicating that AS experiences were positively associated with revenge and negatively associated with forgiveness. The mediation analysis confirmed the role of core affect in these relationships. EI emerged as a moderator, shaping the association between AS experiences and revenge/forgiveness. Importantly, participants with higher EI exhibited lower revenge intentions, demonstrating the potential of EI to mitigate the adverse effects of AS. Unexpectedly, individuals with high EI also expressed fewer forgiveness intentions.

This study provides a comprehensive understanding of how employees can effectively counterbalance the impact of AS through higher levels of strategic EI. Examining core affect as a mediator offers novel insights into coping mechanisms in response to AS experiences and their consequences.

The study acknowledges several limitations, as the scenarios may only partially capture the complexities of real-life AS situations. The focus on a specific context and the sample characteristics limit the generalizability of the findings. Future research should explore diverse organizational contexts and employ longitudinal designs.

The findings have practical implications for organizations as enhancing employees' EI skills through training programs interventions and integrating EI into organizational culture and leadership conduct.

The purpose of this chapter is to shed light on some outstanding patterns of change observed in Spanish agriculture over the last decades, and to discuss the ways in which the productivist rationale is reproduced in them. We start by providing an overall picture of the structural transformations of agriculture revealed by the national statistics, calling attention to the increasing importance of a “hard core” of farms progressing under a rationale of growth and modernization. Later, drawing on the literature, we comment some meaningful trajectories of farm change observed in three selected Mediterranean farming systems, namely horticulture (as an example of a long-consolidated intensive agriculture), vine growing (an orientation which has undergone stunning changes in Spain in recent times), and small ruminant production (an extensive farming system with a high conservation value). The three farming systems are advancing, to a greater or a lesser degree, along intensification, concentration, and specialization pathways. However, the introduction of new elements in the most expansionary farm strategies (such as the participation in quality schemes) will provide interesting elements of discussion of the adaptable nature of productivism and its capacity to accommodate to external opportunities and constrains.