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Climate change affects the geographic and seasonal range of malaria incidence, especially, in poor tropical countries. This paper aims to attempt to conceptualize the potential economic repercussions of such effects with its focus on Ethiopia.

The paper is conceptual and descriptive in its design. It first reviews existing literature and evidence on the economic burdens of malaria, and the impacts of climate change on malaria disease. It then draws the economic implications of the expected malaria risk under the future climate. This is accompanied by a discussion on a set of methods that can be used to quantify the economic effects of malaria with or without climate change.

A review of available evidence shows that climate change is likely to increase the geographic and seasonal range of malaria incidence in Ethiopia. The economic consequences of even a marginal increase in malaria risk will be substantial as one considers the projected impacts of climate change through other channels, the current population exposed to malaria risk and the country’s health system, economic structure and level of investment. The potential effects have the potency to require more household and public spending for health, to perpetuate poverty and inequality and to strain agricultural and regional development.

This paper sheds light on the economic implications of climate change impacts on malaria, particularly, in Agrarian countries laying in the tropics. It illustrates how such impacts will interact with other impact channels of climate change, and thus evolve to influence the macro-economy. The paper also proposes a set of methods that can be used to quantify the potential economic effects of malaria. The paper seeks to stimulate future research on this important topic which rather has been neglected.

E-learning is an increasingly popular form of education for college students (Allen & Seaman, 2007). There are a number of best practices for teaching online courses (Lewis & Abdul-Hamid, 2006) which should be followed by leadership educators. In addition, for a wide variety of reasons, women comprise a significant portion of the distance education population. Because of their differing communication styles and needs (Tannen, 1989, 1991), women may have a harder time being perceived as valuable members of the virtual community. They may also find the experience less meaningful than their male counterparts (Harper, 2007). If leadership education is to be successful moving into the 21st century it must be welcoming to female students. Suggestions for improving online learning are provided, especially for female students.

The purpose of this paper is to provide a comprehensive review of the literature and develop a model of the determinants, indicators and effects of destination competitiveness (DC), as well as several propositions.

This study thoroughly reviewed extant literature to develop a conceptual model and propositions.

Two key findings are listed below. First, 12 different environmental factors are identified and 12 propositions are developed linking these environmental factors to DC. Second, a new indicator of DC is developed, namely, Tourism Attractions-Basics-Context (TABC) model. The TABC model is simple and directly taps into the benefits tourists seek in a destination.

Directions for future research are discussed in detail in the paper.

Managerial implications are discussed in detail in the paper.

The extant research on the topic of DC has been rather fragmented and incomplete in scope. The research presented in this paper addresses these limitations.

The 1997-98 financial crisis has had a profound effect on how East Asian economies the role of the IMF and its strategic interests relative to those of the United States in the international financial regime. It has prompted them to create a regional mechanism for financial and monetary cooperation, ranging from deeper policy dialogue and surveillance, to a system of financial cooperation, and common exchange rate arrangements. This paper analyses the economic and strategic motivations behind this and outlines recent developments in financial cooperation in East Asia to provide possible directions for the future.

A network of bilateral swap arrangements under the Chiang Mai Initiative(CMI) needs stronger policy dialogue and surveillance to develop into a regional financing facility, a sort of East Asian IMF. The facility plays a role as an regional lender of last resort, providing short-term funds to a member country facing a temporary liquidity shortage and for market intervention to stabilize foreign exchange rate. East Asian countries need to achieve regional exchange rate stability. In the long run, the region may develop a common currency arrangement, but it cannot be expected in the very near future because there is no convergence of macroeconomic conditions, economic structure and systems. A realistic approach would be for East Asian developing countries to adopt a currency basket system to minimize the impact of dollar/yen exchange rate volatility on their economies. Strong political will and a vision for regional integration will be required to introduce it.

This introduction aims to set the context for the subsequent chapters that problematize various aspects of social justice, equity, and inclusion through particular lenses, and/or methodologies. This is done by presenting the ‘problem’ of social justice and equity in education, while simultaneously making links with the Sustainable Development Goals (SDGs). The term ‘social justice’ is appearing in numerous public texts and discourses within the education field, thus becoming a key concept in current education policy and practice. Moreover, the concept of social justice is crucial to theorizing about education and schooling, consequently being considered by politicians, policymakers, and practitioners in their thinking about the nature of education and the purpose of schools. Regrettably, education practitioners, researchers, and policymakers often utilize this umbrella term (social justice) while leaving out salient details about its social, cultural, economic, and political bearing. Notwithstanding the unanimous agreement on the desirability of social justice as an educational goal, this is complemented by a parallel contestation over its actual meaning and application in relation to schooling, that is, in relation to the formulation of policy and how it is to be included in practice. This chapter seeks to unravel the conceptual confusion around the terms social justice, equity, and inclusion in relation to schooling and education, through an exploration of the existing literature in the field.

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

A great deal of literature exists for leadership educators related to programs design, delivery, and student learning. However, little is known about leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model for leadership educator professional identity development. The four spaces of identity development are exploration, experimentation, validation, and confirmation. We propose that an individual can move forward and backwards through the model as a result of both ongoing influences and positive or negative critical incidents. We discuss implications for professional development and future research.

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education. Drawing from Mezirow’s (1997) notion of transformative learning and Bass’s (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.