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The purpose of this research paper is to benchmark the evolution of reported sustainability activity in the pharmaceutical sector, which has been recognized as a leading sector in industrial sustainability.

The authors examined recent published corporate sustainability activity reports for 11 pharmaceutical sector‐related companies and compared this to a similar earlier study.

Sustainability related activity has increased in breadth and depth, but activity is now being shifted toward corporate social responsibility, which is reflective of corporate need to satisfy public sentiment.

The paper is formed on the basis of voluntarily reported activities and published documentation, therefore, it does contain a potential for bias and “greenwashing”; however, regardless of the impetus, the integration of sustainability is still evident.

The paper is of value to the practicioner and manager to benchmark the venues and activities reported for sustainability, in other words, what is the sector participating in and what is it reporting?

Benchmarking of corporate practice in a sustainability leadership sector provides a glimpse into the emerging standard of practice for industry.

This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.

People with intellectual disabilities commonly come into contact with the criminal justice system as victims, witnesses or suspects. Their intellectual disabilities may make them disadvantaged in relation to all components of the criminal justice system, including police interviews, fitness to plead and stand trial, capacity to give evidence in court, and issues to do with criminal responsibility and sentencing. The focus in this paper is on police interviews and the capacity of adults with intellectual disabilities to give evidence in Court. Research into the types of vulnerability seen by people interviewed by police have focused on interviewees' understanding of the Oath and their legal rights, suggestibility, acquiescence, compliance and perceptions of the consequences of making self‐incriminating admissions. The essential components of any interview and testifying in court require that the person can communicate effectively and give reliable answers and accounts of events. Research into police interviews has highlighted the importance of taking into account the interviewee's vulnerabilities and providing appropriate support, and suggests a more humane approach to interviews and when vulnerable people testify in Court.

Education needs to be viewed in a holistic manner; it does not end when one simply acquires a degree or a job. Education creates human beings, shapes them into what they are and influences their behavior and attitude toward life. It contributes to creating a long-lasting effect on people’s mind and attitude. Developing a curriculum is not an easy task as it involves various dimensions of life, and one of them is to inculcate the idea of inclusivity and multiculturalism in the minds of young learners and help them to become effective leaders in the future. The process of teaching, delivery of lessons, assessment, evaluation and various pedagogical approaches needs to be aligned to deliver multicultural education. Society’s values, beliefs and goals should be translated into a curriculum that is relevant and connects students to society. Humanizing education to instill values that supports inclusivity and equality should be built around the cultural context synthesizing opinions and facts derived from the work of researchers and academics. This book aims to review research work conducted by academics across the world. Authors argue how social justice education and inclusion should be an inherent part of the curriculum. Strategies and tools are suggested that can strengthen the learning abilities of students and create an attitude of appreciation toward inclusivity. Case studies and interventions that have been effective are cited from Africa to the USA and UK, which can help create an intentional design of a classroom environment supporting multiculturalism. The book illustrates the importance of appropriate curriculum development involving all stakeholders and the integration of multicultural education in the curriculum. Concepts such as Ubuntu and academic freedom toward leadership development have also been stressed in this book.

David Altheide reflects on his long career, noting the role of family, friends, colleagues, organizational culture, and luck.

Although flexible work arrangements (FWAs) are widely regarded as a desirable employee benefit, questions remain about which factors drive (or attenuate) applicant attraction to them. The authors offer a novel theoretical account by advancing the concept of lay theories (i.e. mindsets) around an individual's ability to juggle work and life responsibilities, defined as beliefs that the ability to juggle is either malleable (i.e. growth) or cannot be changed (i.e. fixed), which suggests greater efficacy increases attraction.

Utilizing an experimental policy-capturing design, 86 participants each rated a series of 64 job offers (N = 5,376) with several manipulated job attributes. Participants were randomly assigned into a growth or fixed mindset condition.

Multilevel regressions revealed that a growth (vs fixed) mindset caused participants to place greater weight on flexible work scheduling policies by reporting greater attraction to jobs with flexible arrangements.

Organizations may increase applicant attraction by taking steps to ensure that the value of work–life benefits is salient, such as offering concrete examples of how policies have been used.

This study questions the assumption that those who need flexibility are more attracted to FWAs and demonstrates that beliefs around one's ability to juggle work–life demands are a unique mechanism shaping applicant attraction.