Dutmer introduces the term 'proto-transformational' to categorize Cicero's leadership theory, addressing the ancient biases present in his idealized leadership portraits. The book outlines how Cicero's ideal leaders are both ethical and effective: they act as authentic transformational leaders, selflessly serving the common good while demonstrating virtuous integrity in their words and actions. Dutmer also highlights how Cicero's model, which centers on the practice of the Cardinal Virtues, aligns with current character-focused leadership development frameworks. Chapters address the emerging developments in two crucial movements in modern leadership studies: transformational leadership and Leadership for Flourishing.

This book is an essential read for scholars and students of leadership theory, ethics, political science and political philosophy. By establishing Cicero as a significant leadership thinker, it will also appeal to those interested in applying such concepts to debates and areas of practical importance within law, religion and constitutions.

This volume (Parts A and B) contains 16 new studies that shed light on key aspects of immigration: the drivers of immigration, the factors fostering or hindering immigrant integration in the host country, and the impact of immigration in the host countries. The studies span a wide range of countries in Europe, North and South America and use novel administrative, regional and survey data to offer insights into historical and contemporary episodes of migration. Together, they enrich our understanding of the determinants and consequences of migration and provide an evidence base for policy discussions.

The volume covers three broad themes. In both Part A and B are eight papers on the integration of immigrants in the host society, focusing on the acquisition of human capital, labor supply, family formation, and returns to skills. Part B also studies the impact of immigration on outcomes that often dominate the public debate, namely employment, education, and crime. Published twice per year in conjunction with the Institute for the Study of Labor (IZA) Research in Labor Economics contains new cutting edge peer reviewed research applying economic theory and econometrics to policy related topics pertinent to worker well-being often with an international focus.

Contributing authors demonstrate how meaningful income diversification requires a fundamental rewiring of the GCC's economic, institutional and social fabric. They address the entrenched structural challenges arising from the economic dominance of oil and gas, as well as the dominant role of the state and the nature of its sovereign wealth funds. The book emphasizes the importance of developing a dynamic private sector, cultivating human capital and redefining the social contract between the state and people. It also outlines key macroeconomic and institutional frameworks, providing specific sectoral strategies and innovative policy approaches focused on both economic diversification and sustainability.

Economic Challenges in the Gulf Cooperation Council Countries is an essential resource for scholars and students interested in the global transition following climate change. It will be of particular interest to those in the fields of Middle East studies and development and energy economics.

Contributing authors present a comparative assessment of international resource governance strategies, outlining the role of natural resources in shaping the global supply chains of energy transition and advanced manufacturing. Chapters consider legal, political economy and sociological dimensions, while examining the varying forms of state-society relations embedded in the extractives sector. The Handbook provides a commodity-specific analysis of resource governance and development, namely concerning the extraction of oil and gas, platinum group metals, tin and nickel. Drawing on key global case studies, it investigates the long-term implications of efforts to resolve the climate emergency whilst managing strategic competition among international powers.

The Handbook of Resource Nationalism is a valuable resource for scholars and students of comparative political economy, development studies, sociology and public policy. It is also highly relevant to policymakers, policy advocates and third sector researchers interested in understanding resource governance, politics, initiatives and outcomes.

This book demonstrates why "error minimization at the edge of chaos" is important and discusses its implementation in EMA (error-minimization algorithm), which is a descriptive apparatus that is applied to 27 languages. It claims that C_HL emerges at the edge of chaos (the boundary of disorder and order), borrowing the terminology from Stuart Kauffman, a complex systems researcher. Morphosyntactic features signify disorder for C_HL, CI, and SM because they are uninterpretable (chaotic; viral) for meaning-computation (CI) and sound-computation (SM). However, C_HL is resilient in eliminating morphosyntactic features to restore order (create structures). This book proposes that C_HL evolved as an error-minimizing system. Incidentally, error minimization is at the heart of mathematics, an artificial language. The target audience includes professional linguists, postgraduate students, and general readers who intend to understand the scientific significance of generative syntax.

What drives the long-term development of economies-and how does growth affect different segments of society?

This book redefines the theory of economic growth by moving beyond the traditional "average citizen" model. Instead, it introduces a dynamic framework that accounts for the diverse structure of real-world economies, dividing households into distinct groups based on income, consumption, and wealth.

Through rigorous modeling and analysis, the book explores how key factors-such as the economic growth rate and the return on capital-shape not only the overall trajectory of an economy but also the fortunes of its individual household groups. It demonstrates that when the return on capital exceeds the growth rate, wealth concentration intensifies-a finding that aligns with Thomas Piketty's influential empirical research. This book will appeal to economists, policymakers, and anyone interested in the forces that shape prosperity and inequality in modern societies.

This book provides a fresh and critical perspective on psychology by challenging its foundational assumptions through the lens of Cultural Psychology. Using a Brazilian metaphor of "peeling a pineapple" or descascar o abacaxi it unpacks the complexities of epistemological renewal in psychology-questioning taken-for-granted concepts, reconstructing theoretical frameworks, and emphasizing the role of culture in shaping human experiences. Inspired by a seminar course of the same title, this book explores four essential themes in psychology: Care and Education, Mental Health and Therapy, Self and Identity, and Relationships and Emotions. Each chapter revisits these areas from the ground up, highlighting their cultural underpinnings and questioning taken-for-granted assumptions. The book showcases discussions and reflections that emerged from classroom debates, emphasizing the importance of meaning-making and developmental perspectives in psychology. Epistemological renewal is at the heart of this book. It refers to the process of reevaluating, updating, and transforming the ways knowledge is produced, justified, and disseminated within psychology and the broader human sciences. By questioning dominant paradigms, integrating interdisciplinary perspectives, and engaging with diverse cultural practices, this volume challenges mainstream psychological approaches that often overlook meaning-making processes and the socio-cultural contexts of human development. Just as peeling a pineapple requires patience and precision to access its core, epistemological renewal demands intellectual curiosity, reflexivity, and a willingness to deconstruct established paradigms. By peeling back the layers of conventional psychological constructs, the authors expose the limitations of universalist assumptions and propose alternative pathways for knowledge production.

This book examines multiple aspects of mentoring relationships in academia through autoethnography and personal narratives. It emphasizes narratives from diverse populations, including first-generation college students, people of color, women, immigrants, those from intergenerational poverty, LGBTQIA2S+ people, and individuals with disabilities. The book identifies gaps in mentoring and offers strategies for closing them. It provides recommendations for potential mentees and discusses implications for professional development in academia.

Key areas of coverage include:

• Sociocultural and historical contexts of academic mentoring relationships.
• Qualities that make a successful academic mentor.
• Mentoring marginalized individuals in academia.
• Benefits of actively seeking and establishing academic mentor relationships.

Mentoring Relationships in Academia is a must-have resource for researchers, professors, graduate and undergraduate students as well as clinicians, therapists, and other professionals in developmental and clinical psychology, social work, public health, human development and family studies, arts and humanities, social sciences, and educational leadership, and all related STEAM (science, technology, engineering, arts and mathematics) disciplines.

Since curriculum planning, development, implementation, and evaluation are closely interconnected, developing conceptual knowledge and practical understanding of these areas is essential for a quality curriculum. Effective curriculum practices examine the teaching and learning experience comprehensively to ensure its readiness, coherence, effectiveness, and consistency in meeting students' needs. Fundamentals of Curriculum Planning, Development, Implementation, and Evaluation in English Language Teaching provides comprehensive knowledge and resources for English language teachers, teachers-in-training, curriculum developers, and language programs.

This book offers a systematic guide to navigating the different phases of the curriculum, from its inception to its evaluation. Part I explores the conceptual and theoretical foundations that shape curriculum and instruction. Part II provides practical knowledge and guidelines that programs and individual teachers can adopt or adapt to their specific educational contexts with the goal is to optimize the teaching and learning experience. Elturki draws largely on knowledge from the field of education, particularly curriculum studies, to complement what we know about L2 teaching and learning from Applied Linguistics, Second Language Acquisition, and English Language Teaching. Each chapter begins with pre-reading questions to stimulate thinking and concludes with post-reading questions for reflection, encouraging readers to connect the material to their own context.

This book offers an insight into current-day Student as Partners (SaP) practice, presenting reflections by staff and students from global institutions. Student as Partners (SaP) is a practice that involves creating partnerships with students to create their learning journey. It enables student empowerment by giving them agency and a space creating student voice, and allows for close connections and quick feedback on teaching practices and policies. In the past ten years, there has been a rise in SaP practices in Australian higher education institutes, and a swell in dedicated scholarship from educators and researchers, reflecting an appetite for student-led approaches to higher education. Born from the (inter) national Students as Partners Roundtable from 2023, this book engages with "Respect, Reciprocity and Responsibility" (Cook-Sather et al., 2014) as central themes within Student-Staff partnerships. It brings together reflections from students and educators, as well as doctoral candidates operating in a sort of "middle ground." This book also expands on current literature, with reflections on SaP practices across the Asia-Pacific region sitting alongside those from the United Kingdom, North America, and South Africa.

Drawing on practical case studies, contributors illustrate the complexities of doctoral supervision, emphasising the need for adaptability, empathy and structured support. The book outlines the perspectives of experienced practitioners, presenting a blend of practical tools, critical reflection and aspirational vision to ensure high-quality supervision for the growing number of doctoral students across the globe. It highlights how investing in effective doctoral guidance not only benefits students, but also the wider academic community, ensuring the continued advancement of knowledge and professional development within higher education.

Innovative Approaches to Doctoral Supervision is a valuable resource for new and experienced doctoral supervisors interested in improving their practice or applying for the UKCGE recognised supervisor award. It is also beneficial for universities providing staff development training in doctoral supervision.

Through diverse case studies and perspectives, contributors reimagine education as a space of liberation, relationality and decolonial transformation. Chapters analyse pressing global issues ranging from epistemic violence to the carceral logics of schooling, while promoting Indigenous, Black and Global South epistemologies. Combining theory, activism and artistic expression, this book demonstrates that anti-colonial education is not just a critique but a call to action.

Understanding Anti-Colonial Education is a crucial resource for students and scholars across education studies who are interested in decolonial pedagogy. It is also an essential read for practitioners, policymakers and activists seeking to revolutionise educational futures.

When war came to the nation in 1861, Michiganians rallied around the Stars and Stripes and readily agreed with a veteran politician who declared, "He who is not for his country is against her." Even as the conflict grew bloody and costly, they remained committed to suppressing the rebellion. By war's end, an astonishing 50 percent of its military-age males had enlisted in the army. This Michigan Civil War chronicle is more than a story about soldiers' heroism on distant battlefields. It also includes the often-overlooked role of women-some of whom refused to stay home and went to war. Also buried in the historical record are accounts of white soldiers whose views on slavery and African Americans, especially those in uniform, were transformed. There is also a much-needed exploration of Michigan's response to the shocking assassination of a beloved president. Many a Hand captures these stories in a single volume.

Informed by Horton and Wohl's seminal article in 1956 and the research of Jung, Allport, Erikson and Tajfel, chapters explore parasocial theory in social media, fandoms, diverse populations and various media formats. Stever focuses in particular on the role of the celebrity in parasocial communication and how parasocial theory relates to social media influencers. The book investigates the potential negative sides of parasocial relationships, including anti-fandom, while also assessing the positive and personal applications of parasocial theory to people's daily lives.

Understanding Parasocial Relationships is a valuable resource for students and scholars of media, psychology, communication, sociology, anthropology, cultural studies and business. Its evaluation of the psychology of audience reactions will also benefit journalists and researchers interested in media, celebrity and fandom.

Chapters analyse key obstacles confronting social justice in education, including the COVID-19 pandemic, climate emergencies, wars, forced displacement and deepening economic inequality. Contributing authors explore the role of the arts, culture and participatory methodologies and pay particular attention to decolonial perspectives, case studies, such as the weaponization of the hijab, and research with children and young people with communication needs. Employing a critical approach, the book investigates epistemic injustices and suggests ways to re-imagine social justice, informing an activist stance to education.

Handbook of Social Justice in Education is a crucial resource for scholars and students of education, politics and public policy and sociology. Practitioners and activists interested in improving equality in education will also benefit from its valuable insights.

Academic Languaging and Historical Thinking prepares teachers to assess where students are in their written and critical thinking skills and to develop the art of teaching historical argumentative writing to students. The use of effective language to communicate historical, social, and civic arguments is a key competence future citizens need, and teaching writing through history is especially effective because of the grounded nature of historical documentation and the balance between clear facts and blurrier areas of interpretation.

Starting with a pedagogical approach, the book takes readers through research on the relationship between language and writing, the ways that historians make claims and the kinds of evidence they use, and how to successfully find and evaluate sources. It then offers instructional activities and strategies that center around key disciplinary practices in historical argumentation: making claims, sourcing and integrating evidence, presenting reasoning, and addressing counterarguments. These activities can be easily modified for different teaching and learning contexts, including supporting multilingual learners of English. Whether readers are practicing teachers, pre-service teachers, or instructional coaches, this book will help them learn how to integrate academic language skills with argument writing instruction in history to teach students to be confident academic writers and competent language users.

Becoming an academic can be an overwhelming, if not a completely consuming, experience, and conceptualising this process is often fraught with a lack of understanding of both the process and the subsequent implications. Many academics struggle with the notion of who they are, despite believing that they are aware of who they want to be and where they are situated on their academic journey.

This edited collection draws on the experiences of early and mid-career academics, as well as leaders in the field, to explore the role and contribution of the self when professionally undertaking research. Each chapter addresses valuable questions for academics to examine and articulate the self in one's work, and encourages the probing of the impact of academic engagement in higher education on individual fidelity to personal and professional values, beliefs and assumptions. With a focus on self-methodologies, including arts-based approaches to reflective and reflexive practice, the authors showcase methods that go beyond traditional reflective practice and explore the interplay of arts and self-practices.

Conceptualising the Academic Self offers transformative educational insights with both theoretical and practical applications. It serves as a comprehensive guide for novice academics to seasoned educators and researchers, as well as institutional leaders and policy influencers, addressing the challenges of self-conceptualisation and self-formation.

This book offers valuable insights for those interested in understanding the diverse experiences of PhD students through narrative inquiry. This book presents the personal struggles of these students and how they impact their learning, teaching, artistic practices, and creative research experiences. By embracing these diverse narratives, the book argues for the importance of promoting inclusivity and equity in academia, ultimately leading to better educational practices and a supportive community for all students. This book can contribute to the ongoing conversation about equity in education and can also serve as a guide for educators, administrators, and students.

This book presents cutting-edge research on simultaneous interpreting based on a multimodal corpus. It examines various aspects of pausing, an important non-verbal feature, such as its frequency, duration, and syntactic distribution in professional interpreters' English-to-Chinese simultaneous interpreting. In addition to describing the pause characteristics, the book investigates their connections with interpreters' behavior and cognition. It also introduces the procedures for constructing a multimodal simultaneous interpreting corpus and the analytical methods used in its application. As one of the first books to employ in-depth multimodal corpus analysis in the study of simultaneous interpreting, it advances corpus-based interpreting research and serves as a valuable reference for scholars in the field.

This book addresses contemporary translator training, discussing the various ways translators (and other language professionals) acquire and perfect their skills in rapidly evolving markets and a complex global context. The authors examine formal and more 'traditional' types of training, such as postgraduate degree and certificate programs, but also examine and propose alternative types of knowledge acquisition and skills-building, such as ongoing professional development, workshops, peer-to-peer learning, and community-based or non-academic initiatives. The book critically examines translator training (in a broad sense) in Canada, though the chapters will be applicable and relevant in other contexts, especially bi- and multi-lingual settings. The fact that Canada's demolinguistic profile is increasingly heterogenous suggests that the need for translation and multilingual communication - and thus adequately trained language/multilingual professionals - is not only real, but pressing, a situation mirrored in other regions around the world. This book's findings will be relevant to academics, students, and practitioners in fields including Translation Studies, Professional Education, Additional Language Learning, Canadian Studies, and Language Policy and Planning.

This project was an equal collaboration of Renee Desjardins and Valerie Florentin.