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Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic. From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.

In observational data, access to information is associated with lower levels of corruption. This chapter reviews a small but growing body of work that uses field experiments to explore the mechanisms behind this relationship. We present a typology for understanding this research based on the type of corruption being addressed (political vs. bureaucratic), the mechanism for accountability (retrospective vs. prospective), and the nature of the information provided (factual vs. prescriptive). We describe some of the tradeoffs involved in design decisions for such experiments and suggest directions for future research.

This chapter investigates residents' perception of tourism development on the small tourist island of Santiago, Cape Verde, during the crisis caused by the COVID-19 pandemic. Specifically, it shows how the pandemic situation is affecting residents' perceptions of tourism impacts, their quality of life, and support for tourism development. Data were collected during winter 2020–2021. Partial least square structural equation model (PLS-SEM) was used to assess interrelations among constructs. The study contributes to the literature by extending the understanding of residents within the current COVID-19 pandemic context. Results demonstrate that their support for tourism was positively influenced by their quality of life.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

This article calls for educational leaders to reexamine Equity, Diversity, and Inclusion (EDI) frameworks through decolonial leadership lens, during and post-COVID-19. “Based on our individual journeys, our collective voice is grounded on a bond that spans the decades …Our voice here is the enactment of our decision to listen to the oral traditions and connection to spirit of our ancestors…as mentors and collaborators in this work…[t]he validity of their voices…is unquestionable” (Sullivan TwoTrees and Pinto, p. 197). In this article, I intentionally center Mother Africa/Earth and incorporate indigenized expressions from narratives, dialogues, and interviews from assorted studies and sources. In the article Rekindling the Sacred: Toward A Decolonizing Pedagogy in Higher Education, Shahjahan et al. (2009) use a “tapestry of dialogical insights into… theorizing of how spirituality may be incorporated into teaching in higher education” (p. 1). So, with respect to K-12 education, anchoring decolonizing educational leadership to Mother Africa and practices and attitudes which support students who are behaviorally racialized and marginalized in our schools is integral. All through the chapter, I interweave my story with the narratives and dialogues of other voices to make the case for decolonization leadership approaches in our schools. Joining my voice are voices taken from a previous study focused on Special Education Workers who foster relationship and work directly with Students Labeled as Behavioral (will be defined later in this chapter) (Mitchell, 2020). In section one I locate myself in relationship to Mother Africa which informs this anthology chapter. Section two focuses on defining colonization and the theoretical framework and themes discussed in the anthology chapter. Section three examines the role educational leaders may play in creating school spaces for socially just relationship building, nimble student and teacher dissent, and opportunities for personal and community transformation. Section four provides a contextual analysis of educational leadership's response to the COVID-19 pandemic, namely how they impacted schools, classrooms, students, and teachers. Lastly, Section five introduces “ROCK”, a forward-looking conceptualization of a decolonizing leadership practice aimed at reclaiming one's indigeneity through nurturing connections to Mother Africa.

The university is changing. Its social role is growing in diversity and complexity. In a knowledge-based society, there is a huge public expectation in the results and impacts of the university’s activities. Its traditional roles – training and qualification of individuals and production of new knowledge – are no longer valid. As a result of university–industry interactions, policy-making began to give additional significance to the role of the university in regional development, mainly motivated by shining examples of success in transferring scientific knowledge to valuable innovation, many through academic entrepreneurship. This change in the role of the university is reflected not only in the mode of knowledge production, which became more transdisciplinary and applied, but also in the active engagement of different institutional spheres, the university, the firm, the government, and end-users, creating new hybrid and overlapping areas for the governance of innovative dynamics. This chapter defines and analyses the position of the university in contemporary society as a socially legitimised institution for the production of knowledge and innovation. Three different theoretical traditions – Actor–Network Theory, Stakeholder Theory and territorial innovation models – inspire the analysis of 15 in-depth interviews with key actors in their local innovation system and knowledge networks around the University of Huelva (Andalusia, Spain). The main conclusions suggest that the university today faces a huge challenge in responding to the expectations that society places on it.

The chapter analyzed the knowledge transfer processes of the Latin American academy to the actors in its environment, and the Science, Technology, and Innovation policy that facilitates or inhibits the processes of generation and use of this university knowledge. The cases of Argentina, Brazil, Chile, Colombia, and Mexico were analyzed to understand the practice of the university knowledge transfer model at different levels – strategic, organizational, and operational – and the complexities involved in the process. It was evidenced by the urgent demand for the transformation of the Latin American University through sustainability and digitalization approaches to be a catalyst for development in the region. The chapter closes with a critical analysis of the phenomenon, future lines of research, and implications of the praxis.