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ALL ages have realised that for the betterment of life, meditation is necessary. If the books published during the sixteenth and seventeenth centuries are a criterion, then readers must have had more than their fair share, for who could wade through the ponderous tracts published during those years without allowing thoughts to wander!

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

Customization, a marketing strategy through providing personalized products, might be a new solution to motivate consumer feedbacks in electronic commerce (e-commerce) websites. Taking the dual-value of customization (emotional involvement and uniqueness expression) as the theoretical basis, this study aims to investigate the impact of customization on consumer's word-of-mouth (WOM) behaviors and contents by motivating: (1) more, (2) faster, (3) positive at first and then negative, (4) longer and (5) more helpful WOMs.

A field study was conducted with multi-sourced data: customer order data from a Chinese retailer and WOM data from Amazon.com. The two datasets were matched to filter out 463 online reviews among 6,892 customers who placed customized orders. Heckman's two-stage model, logistic regression, Ordinary least squares regression, Tobit regression, analysis of covariance and Lind–Mehlum U Test were used in the data analysis.

This study has found that (1) customization level motivates WOM behaviors including WOM posting and WOM speed, (2) an inverted U-shaped relationship exists between customization level and consumer rating and (3) customization level has a significantly positive impact on WOM helpfulness but not on WOM length.

This study advances theoretical development in the area of WOM motivators by proposing a new product-centric approach, customization, to stimulate voluntary WOMs. Empirical field research that analyzes consumer's real responses to customization is in scarcity. The dual-value of customized products is proposed as the underlying mechanism to explain the impact of customization level on consumer's WOM behaviors/contents. An interesting inverted U-shaped relationship is found between customization level and customer rating. This research provides nuanced practical guidance for websites, companies and consumers.

Historically Black colleges and universities (HBCUs) have served as the foundation of Black education in the United States and have been instrumental in the social and economic advances of the Black community since the Civil War. Students enrolled in and graduating from HBCUs develop and maintain a strong racial identity, a positive self-image, feel connected to others, and ultimately give back to their communities. HBCU students and alumni often challenge normative leadership paradigms to resist inequity and ultimately create social change. Unfortunately, HBCUs are missing from the leadership education conversations despite their historical contributions in teaching leadership and producing leaders. As such, the influence of Black colleges in the areas of social justice, leadership, and leadership development should be carefully examined by leadership educators and researchers. Using the Culturally Responsive Leadership Learning Model (Bertrand Jones, Guthrie, & Osteen, 2016), we consider the ways that HBCUs facilitate the development of students' leadership identity, capacity, and efficacy within the institutional contexts of (1) historical legacy of inclusion/exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural aspects. Providing examples of leadership education programs, practices, and policies from HBCUs, we will explore how HBCUs develop Black students' leadership identity, capacity, and efficacy to generate our country's most capable leaders for social justice.

This chapter explores the methods developed to improve STEM success for students at two public urban institutions, a project whose aim is to improve academic outcomes for undergraduate students, especially for those most vulnerable and least likely to succeed in this student population. The theory of change that underpins the project – including its activities and its evaluation plan – posits that three interlocked activities (course redesign, peer mentors and articulation) will lead to improvements in academic outcomes and ultimately contribute to the overarching goal of increasing the number of students from underserved backgrounds who graduate with baccalaureate STEM degrees. The project focusses on the first courses students take in STEM, where they are also most likely to fail. We describe the methodology developed for faculty development and the organizational structure of the peer mentoring component for these courses. Both of these components constitute safe spaces where faculty and peer mentors learn to support students using evidence-based and inclusive instructional practices. Courses redesigned by faculty were offered following a cluster-level randomized control trial design, where sections were assigned to treatment (with or without a peer) or control. These interventions have a positive impact on cumulative GPA, according to preliminary analyses. The project also has a positive effect on faculty participants and on peer mentors, both groups now better prepared to jointly deliver STEM curricula in more effective ways. Among the reasons why this works, instructor empathy surfaces as playing a leading role in academic outcomes for undergraduate students.

Disability is a multivalent, fluid concept that encompasses a broad set of phenomena that shape the experiences of individuals as they interact with others; social systems and processes; and legal structures. A disability identity also encompasses a range of different diagnoses and levels of visibility, which serve to influence whether others perceive a person to have a disability. Recognizing the multivalent nature of disability-as-identity makes it possible to understand more fully the experiences of students with disabilities in higher education institutions. Since there is no single theoretical framework that can account for the multivalent nature of disability identity, we utilize the concept of theoretical borderlands (Anzaldúa, 1987) – spaces where ideas come into conflict with one another – to bring crip theory (Kafer, 2013; McRuer, 2006) and critical queer theory (Muñoz, 1999; Wilchins, 2014) into conversation with each other to explore disability identity. We explore the medical, legal, diagnostic, environmental, social, and cultural dimensions of disability identity, concluding with a call to consider the intersectional nature of disability. We also consider the implications for higher education research and practice.