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This chapter presented cognitive radio networks in construction. The construction industry requires an efficient bandwidth of wireless technology for effectiveness without delay. The persistence of challenges with the investment in third generation is a great concern, and this chapter identified investing in fifth generation (as an alternative) to enlarge bandwidth for better effectiveness that is capable of dealing with unavailable or scarcity of radio spectrum. The application of fifth generation will permit efficient utilisation of the radio spectrum by the primary and secondary users to detect the spectrum parameters which will highlight the direct and adequate interaction with the radio channel. This chapter further considered the usage of this technology as it relates to permitting sharing of sense in the spectrum.

In academia, assessment is often narrow in its focus on research productivity, its application of a limited number of standardised metrics and its summative approach aimed at selection. This approach, corresponding to an exclusive, subject-oriented concept of talent management, can be thought of as at odds with a broader view of the role of academic institutions as accelerating and improving science and scholarship and its societal impact. In recent years, open science practices as well as research integrity issues have increased awareness of the need for a more inclusive approach to assessment and talent management in academia, broadening assessment to reward the full spectrum of academic activities and, within that spectrum, deepening assessment by critically reflecting on the processes and indicators involved (both qualitative and quantitative). In terms of talent management, this would mean a move from research-focused assessment to assessment including all academic activities (including education, professional performance and leadership), a shift from focus on the individual to a focus on collaboration in teams (recognising contributions of both academic and support staff), increased attention for formative assessment and greater agency for those being evaluated, as well as around the data, tools and platforms used in assessment. Together, this represents a more inclusive, subject-oriented approach to talent management. Implementation of such changes requires involvement from university management, human resource management and academic and support staff at all career levels, and universities would benefit from participation in mutual learning initiatives currently taking shape in various regions of the world.

The rapid evolution of curation practices today is a response to expanded access to information and knowledge and the dynamic development of intelligent technologies well suited to curatorial practices. This chapter provides an overview of traditional curation theory and practice. It identifies its historical origins of anthropology, ethnography, museum work, and archival practices. The authors note that traditional curatorial practices have been a subset of preservation practices. Today it draws heavily from traditional practices but expands the goal and purpose beyond simple preservation to storytelling, learning, creating new perspectives, interpreting the past and present, and creating new business knowledge. The chapter lays out the emerging spectrum of curation purposes and practices. The widespread access to curatorial tools now opens curatorial work to the general public. More comprehensive access argues for a broader dialog around the new competencies and capabilities these new practices require.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

Innovation originally meant ‘change’ or ‘renewal’. Over time, it became associated with creating new products, methods, materials, markets, and forms of organisation. Today, in everyday language, innovation is used as a much broader term that encompasses non-materialistic, non-economical ideas such as social, educational, philosophical, political, environmental, or spiritual innovations. What makes something innovative is subjective and depends not only on the perceived novelty of the content but also on the co-constructed meaning of what is possible or what it changes in our lives. Therefore, innovation leaders must also become experts in co-constructing meanings with their teams. In this chapter, a structured solution-focused framework will be introduced with the intent to support innovative teams in maintaining effective team dialogue, foster more innovative team collaboration, better innovations, or an improved innovation process. In fostering an interactive and dynamic team process, solution-focused leaders engage in deliberate interactions that often initiate a positive dynamic leading into an even more innovative future.

This chapter aims to explore the novelty and utility of political economy discourse, termed “neo-statism,” as an analytical lens for comparative research in higher education. Analysis is framed within the context of Hong Kong’s transition from a British colony to a Special Administrative Region under China’s sovereignty, and its shifting academic paradigms from a more or less spontaneous philosophy rooted in liberal capitalist economy to embracing neo-statism, which involves market-conforming and state-sponsored approaches to economic and social restructuring whereby the state regulates higher education in support of national integration and global power projection. The statist regulation depends heavily on its deployment of discursive legitimacy, strategic distribution of resources, organizational synergy, and elite cohesion articulated through higher education policy, research projects, and cross-border academic exchange and cooperation. The Hong Kong case suggests that comparative research in higher education should advance from the methodological aspects of the comparative approach to exploring wider theoretical spectrum, for understanding emerging politico-economic factors shaping academic paradigm in comparative contexts. Moreover, scholars who engage in the trendy internationalization in higher education should move beyond the logics of neo-liberalism, and pay closer attention to the new geopolitical realities that are changing the normative and interactive dimensions of international higher education at large.

The European Union’s Digital Markets Act (DMA) calls for far-reaching changes to the way economic activity will occur in EU digital markets. Before its remedies are imposed, it is critical to assess their impacts on individual markets, the digital sector, and the overall European economy. The European Commission (EC) released an Impact Assessment in support of the DMA that purports to evaluate it using cost/benefit analysis.

An economic evaluation of the DMA should consider its full impacts on dynamic competition. The Impact Assessment neither assesses the DMA's impact on dynamic competition in the digital economy nor evaluates the impacts of specific DMA prohibitions and obligations. Instead, it considers benefits in general and largely ignores costs. We study its benefit assessments and find they are based on highly inappropriate methodologies and assumptions. A cost/benefit study using inappropriate methodologies and largely ignoring costs cannot provide a sound policy assessment.

Instead of promoting dynamic competition between platforms, the DMA will likely reinforce existing market structures, ossify market boundaries, and stunt European innovation. The DMA is likely to chill R&D by encouraging free riding on the investments of others, which discourages making those investments. Avoiding harm to innovation is critical because innovation delivers large, positive spillover benefits, driving increases in productivity, employment, wages, and prosperity.

The DMA prioritizes static over dynamic competition, with the potential to harm the European economy. Given this, the Impact Assessment does not demonstrate that the DMA will be beneficial overall, and its implementation must be carefully tailored to alleviate or lessen its potential to harm Europe’s economic performance.

The importance of well-being at all ages is well-argued theoretically and experimentally, with it having a special place during adolescence and young adulthood, largely because of its association with mental health. Thus, it is important to better understand influences affecting the well-being of Generation Z and explore plans for adequate interventions. In addition, with factors pointing to high psychological well-being among Gen Zers, there are grounds for positive expectations for this generation. This can help optimize programs to improve mental health at a young age, which has important implications for the whole life spectrum.