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We have observed in the reports of those engaged in the administration of the Acts several references to the practice of milking so that a portion of the milk is left in the udder of the cow, this portion being removed subsequently and not included in the milk sent out to customers. The inspector for the southern division of the county of Northampton reports that on a sample of milk being found deficient in fat to the extent of 17 per cent., a further sample was taken at the time of milking when a milkman was found to be not properly “stripping” the cows. He was warned. The analyst for the county of Notts writes: “The first strippings obtained before the milk glands have been normally excited by the milking are very low in fat yet are “genuine” milk in the sense that nothing has been added to or taken from it. It is nonsense to talk of genuine milk in the sense that everything that comes from the udder of the cow is to be taken as genuine milk fit for sale.” In a case tried before the Recorder of Middlesbrough, one witness said that among some farmers it was a common practice not to “strip” cows until after the milk was sent away.

International service-learning (ISL) programs are proliferating in American colleges. Usually the stakeholders involved (colleges, local host communities, and nonprofit organizations) undertake a single or few projects, such as housing construction, in a host country from a few weeks to months during an academic year. In most ISL programs, national governments of the host countries are not participants. Using a case study, this chapter shows how an American college can collaborate with a foreign national government to implement an ISL partnership. The case study involves the ISL partnership between North Carolina Central University and the Liberia Civil Service Agency. The students are from the Executive Master of Public Administration program that requires students to complete at least two weeks of service in government agencies in a developing country. Students are therefore provided the opportunity to gain valuable experience working on projects in Liberian government agencies, while the University provides research and policy analysis for the agencies. The diversity of projects in various agencies provides students the opportunity to gain experience in government administration in Liberia, thereby broadening their knowledge and education. A single ISL project administered by a nonprofit organization may not provide such opportunities.

Achieving localisation (the transfer of control to local actors) has proven extremely challenging in the development sector, and the humanitarian sector appears to be facing equal challenges. This chapter seeks to engage with that struggle and examine why this lesson has been so difficult to learn. Drawing on conference workshops and 10 key informant interviews, this paper examines the obstacles and opportunities for localisation, seeking to understand what makes it so hard for those who hold disproportionate power in humanitarian encounters to hand over power. The authors found a clear sense of localisation being a process rather than an outcome; optimism that momentum is slowly gathering towards this process, and a clear sense of the steps required to fully achieve it. Examining practitioners’ perspectives in this way adds an important voice to discussions of humanitarian practice.

Purpose – This chapter explores the question of whether provincial prisons in Western Canada might serve as a breeding ground for radical extremism.

Methodology/Approach – A large team of researchers from the University of Alberta Prison Project conducted semi-structured qualitative interviews with 587 incarcerated men and women, as well as 131 correctional officers (COs) located in four provincial prisons in Western Canada. Interviews involved a series of wide-ranging questions about prison life, but also prodded on topics relating to radicalized messaging or recruitment in the prisons where the participants lived or worked.

Findings – The authors learned that unlike other jurisdictions, radicalization was not common in the institutions they studied. The authors identified several factors that appear to inhibit the emergence of extremist radicalization in this research setting: (a) the existing prisoner subculture; (b) prisoners’ beliefs in Canadian multiculturalism and understandings of Canadian race relations; and (c) COs’ efforts to single out and isolate ostensible extremists.

Originality/Value – There is no empirical research on prison radicalization in Canada, and little independent research conducted inside of Canadian prisons more generally. The findings of this study contributes to an ongoing discussion about radicalization in prison and identify factors that appear to limit the prospect that prisons might become breeding grounds for radical extremism.

Prior to 9/11 criminologists paid relatively little attention to the study of terrorism. In 2004, the authors argued that criminologists had much to offer to advance our understanding of terrorism and urged scholars to conduct such research. This chapter accounts the theoretical and methodological contributions by the field of criminology to terrorist research.

This chapter demonstrates how the study of terrorism has begun to get more attention in various professional settings of criminology. It then reviews applications of criminological theory and methodological advances by criminologist to terrorism research. It ends by describing efforts to build terrorism event databases.

Terrorism-related research has become common at both of the major criminological professional association meetings. Funding for research on terrorism, especially a large program on domestic extremism sponsored by the National Institute of Justice, has contributed to a growing research literature. Academic courses on terrorism have also been added to criminology programs around the country. While the criminological literature on terrorism has expanded greatly more progress has been made in applying criminological methods than theories to the study of terrorism. To date the most common theoretical perspective from criminology applied to terrorism studies has been rational choice and deterrence.

This chapter takes inventory on how criminology has contributed to terrorism research. It serves to validate current efforts while encouraging continued progress.

Although a great deal has been written about the challenges and opportunities for collaboration between librarians and professors in higher education, most recommendations for faculty–library collaboration are written by librarians, published in librarian-oriented venues, and rely on second-hand accounts of professorial perceptions and experiences. Dialogue between librarians and professors is missing. In this chapter, the authors present a duoethnographic inquiry into a librarian–professor collaboration: the authors collaboratively examine their four years working together on the senior seminar course “Small Business Management” at Acadia University, Canada. In considering the evolution of their course and their collaboration, the authors reflect on six dimensions of their experiences: the way their collaboration has shaped the course learning outcomes, the value the authors have derived from collaboratively reflexive teaching, the workload tensions the authors have navigated, the challenge of “fitting in,” and the role of library champion. The authors then conclude with four insights from their professorial–librarian collaboration that might be transferable to other contexts of higher education: the importance of openness, collegiality, time for collaboration, and attention to the cultural gaps between professorship and librarianship.

Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.

The previous chapter outlined the conceptual debates surrounding the multiplicity of activities that can be defined as already existing spaces of grassroots sustainability enterprise. The case has therefore already been made for a serious reflection on the contributions that these activities are making, and perhaps more importantly potentially could make, in terms of creating more resilient communities. In particular, the importance of grassroots sustainability enterprise has been emphasised for those who are already vulnerable to the vagaries of unsustainable development as currently practised around the globe. While these benefits, and the challenges that abound in terms of realising them, will be more carefully examined through detailed case study analysis in the second part of this book it is important to engage first with the complex issue of how such benefits can be elucidated in the context of sustainable development.

This study evaluates the reliability of a multi-state system (MSS) with n components, each having two s-dependent components via copulas.

The study employs copula functions to model dependencies between components in an MSS. Specifically, it analyzes a (1,1)-out-of-n three-state system using Frank and Clayton copulas for reliability evaluation. A simulation-based case study of a micro-inverter solar panel system is also conducted using the Farlie–Gumbel–Morgenstern (FGM) copula.

The study finds that incorporating component dependencies significantly impacts the reliability of multi-state systems. Using Frank and Clayton copulas, the analysis shows how dependency structures alter system performance compared to independent models. The case study on a micro-inverter solar panel system, using the FGM copula, demonstrates that real-world systems with dependent components exhibit different performances. Also some effects of dependence parameters on the performance characteristics of the system such as mean residual lifetime and mean past lifetime are also examined.

This study is original in its use of copula functions to evaluate the performance of multi-state systems, particularly focusing on a (1,1)-out-of-n three-state system with dependent components. By applying Frank and Clayton copulas, the research advances reliability analysis by considering component dependencies, often overlooked in traditional models. Additionally, a case study on a micro-inverter solar panel system using the FGM copula highlights the practical application of these methods.