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This chapter provided systematic and comprehensive analysis on trawl fisheries management and conservation measures in the Straits of Malacca. Detailed analysis is conducted on Malaysian fishery management framework particularly domestic country's trawl fishery status, legal structure, input-control strategies, ecosystem protection plan, pollution, law enforcement, and complementary measures that designed to reduce and prevent overfishing in the exclusive economic zone (EEZ) of Malacca Straits. Gaps and challenges found in existing trawl fisheries literature are presented followed by recommendations for improvement in the management and conservation of trawl fisheries.

In light of the growing interest in neuroscience within the managerial and organizational cognition (MOC) scholarly domain at large, this chapter advances current knowledge on core neuroscience methods. It does so by building on the theoretical analysis put forward by Healey and Hodgkinson (2014, 2015), and by offering a thorough – yet accessible – methodological framework for a better understanding of key cognitive and social neuroscience methods. Classifying neuroscience methods based on their degree of resolution, functionality, and anatomical focus, the chapter outlines their features, practicalities, advantages and disadvantages. Specifically, it focuses on functional magnetic resonance imaging, electroencephalography, magnetoencephalography, heart rate variability, and skin conductance response. Equipped with knowledge of these methods, researchers will be able to further their understanding of the potential synergies between management and neuroscience, to better appreciate and evaluate the value of neuroscience methods, and to look at new ways to frame old and new research questions in MOC. The chapter also builds bridges between researchers and practitioners by rebalancing the hype and hopes surrounding the use of neuroscience in management theory and practice.

This chapter analyzes the impact of intercultural academic experiences on students in the areas of intercultural sensitivity and multicultural awareness, knowledge, and skills.

Cottey College’s mission statement includes a clause about educating students to be useful members of a global society (Mission, n.d., para. 1). Toward achieving the mission, each of Cottey College’s second year students is offered an international experience over spring break that is largely paid for by endowed funds. For spring break 2015, the author of this chapter and a colleague offered a trip to Thailand. To participate, students were required to take part in a Step into the World!: Thailand course that was intended to prepare them to successfully navigate, and later reflect upon, their experience abroad. The trip portion of the course spanned 10 days. To measure what impacts the course may have had, students were asked to complete a pre-course and post-course survey, the Intercultural Sensitivity Scale (Fritz, Möllenberg, & Chen, 2002), and to complete journal entries and a personal impact statement by which their multicultural awareness, knowledge, and skills were assessed.

Analysis of the results suggests the Step into the World!: Thailand course had a positive impact on the majority of students’ intercultural sensitivity and multicultural awareness, knowledge, and skills.

The findings support the importance of intentionally combining inside and outside of the classroom experiences to enhance student outcomes.

Purpose – This chapter illustrates how female university kendo club members participate in kendo-related hegemonic drinking in formal (heterosocial) and informal (homosocial) club settings. An alternative perspective on gender relations and identity politics in Japan is outlined in this chapter by describing the significance of hegemonic drinking for female kendo club members within homosocial spaces.

Methodology – As a participant-observer, an ethnographic method was applied for an 18-month period as a quasi-member of a Japanese Sports University Kendo Club. Key to accessing the female members' lived experience was the primary author's participation in daily training and the consumption of alcohol in various kendo spaces. The data discussed in this chapter were collected via semi-structured interviews, daily self-reflexive descriptive field notes and ethnographic interviews.

Findings – Hegemonic drinking practices in heterosocial university kendo club spaces encompass networking opportunity, transference of knowledge, and fortitude building, all of which are systemized to support the advancement of male members. Although female members are relatively obscured in heterosocial spaces, women mimic and engage in hegemonic drinking practices in homosocial settings to substantiate meaning to their membership.

Research limitations/implication – Research that engages with the intersection of sport and gender needs to consider aspects of social interaction not only of the physical component of the sport but also the other day-to-day activities related to it. The examination of women and kendo-related hegemonic drinking in this chapter provides an insightful perspective and highlights the value of the ethnographic method in unexplored places of enquiry integral to researching physical cultures and body politics in Japan.

Songkhla Lake is the largest lake in Thailand along the Bay of Thailand, situated at latitude 7°08′ and 7°50′ north and longitude 100°07′ and 100°37′ east (Fig. 4.1). The lake covers an area of approximately 1,042km², and consists of four interconnected lake ecosystems (Ratanachai & Sutiwipakorn, 2005): Thale Noi (approximately 27km²), Thale Luang (approximately 473km²), Thale Sap (approximately 360km²), and Thale Sap Songkhla (approximately 182km²).

Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the underlying technologies.

Design – This mixed methods investigation employed designed-based research in that as the authors observed and gathered data on PSTs’ outcomes within the context of a literacy methods course, the authors also engaged in an iterative process of collaborative design to develop a sustainable instructional model across three academic semesters with three cohorts of PSTs. The authors analyzed pre- and post-PST surveys measuring their knowledge of, disposition toward, and self-efficacy with technology and technology in teaching as well their intent to use technology in their future teaching. The authors also coded and analyzed PST lesson plans completed across each semester for instances of meaningful integration of multimodal texts and the underlying technology, and sound literacy instruction. Finally, the authors closely examined differences in how the course was shaped and “reshaped” across all three iterations and noted any differences in PST outcomes related to these shifts.

Findings – Overall findings suggest that enrollment in the literacy methods course improved both PSTs’ self-efficacy and knowledge about teaching with technology while also supporting PSTs’ ability to develop sound literacy instructional plans. Moreover, strategic positioning of multimodal texts and technology, in which integration is seamless, can help PSTs meaningfully and effectively weave multimodal text sets into their literacy lesson plans.

Practical Implications – This chapter contributes to the literature on integrating multimodal texts and the underlying technologies into PST programs by providing explicit, research-based recommendations for how teacher educators can meaningfully and seamlessly infuse multimodal text sets into core curricula and instructional practices.