Outlines the multifaceted challenges facing US universities, including political polarization, declining public trust, financial instability, and cultural conflicts. Discusses recent controversies involving free speech and antisemitism, the impact of COVID-19, and the erosion of state support. Argues that university leaders must adopt strategic management practices to restore confidence in higher education.

This chapter gives an overview of theories and empirical studies in the field of instructed second language acquisition (ISLA). After a scoping review of current ISLA research, the chapter proposes two future directions, by broadly defining ISLA as a discipline that investigates theoretical and practical language-related issues with the ultimate goal of improving second language education. First, ISLA research can be more inclusive in terms of research topics and methodologies. Second, ISLA research can be more equitable by r-conceptualizing the research-practice relationship and incorporating practitioners’ experiences, knowledge and voices. Given the ultimate goal of much of ISLA research as well as the complexity of classroom teaching whereby a variety of cognitive, social and psychological issues dynamically influence student learning, the chapter argues for the necessity for widening the current ISLA scope and striving to create equitable relationships among various stakeholders related to ISLA research and classroom teaching.

Focusing on the 1961 UNESCO Conference of African States on the Development of Education, this chapter shows how and why public schooling became the defining development project of West African independence. At the highpoint of African decolonization, two radically new propositions intersected, each shaping the other: the rise of new economic tools, including human capital theory and manpower planning, and the triumph of anticolonial and antiracist demands that the Universal Declaration of Human Rights indeed be universally applicable.

Genres of Teaching is an approach to pedagogy that recognizes the distinct learning goals (skills, concepts, cultural practices) motivating teaching, aligning each with its own independent theorization of learning. This chapter provides an overview of the Crossdisciplinary Framework of learning goals, learning theories, and pedagogical methods that constitute the genres approach. A chapter addendum compares Thomas Kuhn’s well-known theory of scientific paradigms with his later work in this area and examines psychology as a preparadigmatic science.

This chapter opens the possibility of a qualitative evidentiary approach, but one that is not based on rigid and categorical exclusionary rules of evidence. It proceeds to do so first by noting as a helpful analogy the qualified applicability of the U.S. Federal Rules of Evidence in the context of nonjury trials. Here the argument is asserted that the absence of a jury no longer requires the trial judge to serve as a “gatekeeper” charged with protecting jurors from evidence that may be relevant and material but that may have prejudicial effects that outweigh the substantive and probative value of such evidence. In this context, it is suggested that exclusionary rules still serve the valuable role of helping the judge (single person trier of facts) evaluate the quality of evidence. Hence a comprise position is reached between a rigid framework and a Free Proof approach.

Complex fluids can be found all around us, from molten plastics to mayonnaise, and understanding their highly nonlinear dynamics is the subject of much research.

This text introduces a common theoretical framework for understanding and predicting the flow behavior of complex fluids. This framework allows for results including a qualitative understanding of the relationship between a fluid’s behavior at the microscale of particles or macromolecules, and its macroscopic, viscoelastic properties. The author uses a microstructural approach to derive constitutive theories that remain simple enough to allow computational predictions of complicated macroscale flows.

Readers develop their intuition to learn how to approach the description of materials not covered in the book, as well as limits such as higher concentrations that require computational methods for microstructural analysis.

This monograph’s unique breadth and depth make it a valuable resource for researchers and graduate students in fluid mechanics.

This chapter provides an analysis of Ann Radcliffe’s representation of contemporary female artists and authors like herself and Sarah Siddons as witches or enchantresses in “On the Supernatural in Poetry,” and offers examples of the wide variety of witches in Romantic-period Gothic literature, with sections on mother witches, political witches, marvelous witches, Faustian witches and serpent witches. Romantic-era Gothic writers discussed include well-known authors such as Ann Radcliffe, Matthew Lewis, Samuel Coleridge and Charlotte Dacre as well as lesser-known writers (at least to us now) such as Catherine Smith, Mary Julia Young and George Brewer.

This chapter deals with variation in second language acquisition (SLA), specifically variationist sociolinguistic research approaches, which share a common interest in variability, systematicity in variability, form function relations, language variation and change. The chapter outlines the contributions of variation theory and methodology to SLA research. It describes variation theory, early variationist work on SLA, concepts and models and recent developments. Recent work, instead of focusing on English L2, takes into account a wide range of languages, permitting more universalistic conclusions. It deals with a wider range of speaker populations such as heritage and migrant speakers. Network analysis techniques provide more detail on social context. A move away from essentialist criteria, towards “third wave” variationist L1 research gives a more ethnographic emphasis to L2 variationist studies. Work on language attitudes and L2 involves perception studies, studies of lexical frequency or geographic variety. Variationist L2 research contributes to our understanding of some central themes and topics in SLA research. It avoids prescriptivism and norms, avoids seeing the L2 speaker as a deficient L1 speaker and instead examines language use within its own terms.

Complex fluids can be found all around us, from molten plastics to mayonnaise, and understanding their highly nonlinear dynamics is the subject of much research.

This text introduces a common theoretical framework for understanding and predicting the flow behavior of complex fluids. This framework allows for results including a qualitative understanding of the relationship between a fluid’s behavior at the microscale of particles or macromolecules, and its macroscopic, viscoelastic properties. The author uses a microstructural approach to derive constitutive theories that remain simple enough to allow computational predictions of complicated macroscale flows.

Readers develop their intuition to learn how to approach the description of materials not covered in the book, as well as limits such as higher concentrations that require computational methods for microstructural analysis.

This monograph’s unique breadth and depth make it a valuable resource for researchers and graduate students in fluid mechanics.

This chapter reinforces the benefits of the LOL principle ‒ Listen, Observe, Learn ‒ a pedagogical framework developed by the author during her higher education teaching practice to enhance student engagement by responding to their feedback, both verbal and non-verbal. It explores how student voice can shape responsive and innovative teaching, beginning with a student’s reflection on how they learn best. The chapter examines the role of social media ‒ particularly Facebook study groups ‒ in connecting with students, fostering peer learning, providing academic support, and promoting lecturer-student interaction. It critically evaluates the benefits and limitations of these platforms, while considering the evolving nature of students’ digital preferences. Drawing on student perspectives, the chapter advocates for a pedagogy that is collaborative, adaptive, and grounded in authentic learner experience.