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This chapter explains how the Social Change Model of Leadership served as the process for uniting the campus on Cabrini Day around one shared vision of Leadership for Social Change. It also uses Mezirow’s theory of transformative learning to examine the resulting transformation that occurred among students engaged in this process.

In an effort to showcase students’ transformation into leaders for social change, the chapter focuses expressly on students enrolled in one particular course. These students worked together to develop a live simulation for Cabrini Day that brought campus community members through the real-world experiences of unaccompanied immigrant minors fleeing to the United States to escape violence in their home countries. The chapter employs an action research methodology to describe how, when, and why these students became transformed. Students’ planning steps, actions within the live simulation event, and reflections on their actions were analyzed using the individual, group, and community values of the Social Change Model, as well as the tenets of transformative learning theory.

Findings reveal that the Social Change Model is a viable process for integrating curricular and cocurricular endeavors on campus. Findings also show that this process can lead to transformative student learning outcomes.

Integrating curricular and cocurricular experiences on college campuses can lead to significant student learning outcomes and experiences.

In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global leaders has been researched less frequently; however, it is widely accepted that this process involves learning on the part of the leader. Mezirow’s (1978, 1991) transformative learning is a special type of learning in the domain of adult education and a useful lens to better understand the disorienting triggers that are thought to induce global leadership development (GLD). In simple terms, a disorienting experience occurs when we discover that something we thought was certain is now uncertain. Conducting business in another country or merely navigating to a grocery store or restaurant there can be a disorienting experience. In these situations, people are exposed to new information that does not fit their current meaning structures or thought paradigms, and at this juncture, people have a choice: to transform their perspective or remain unchanged. When individuals transform their perspective, they are experiencing transformative learning. The first section of this chapter reviews the concept of disorienting experiences across disciplines and within the domain of learning and education. The second section explains three GLD process models with a special focus on the role played by disorienting trigger events in each one. The final section explains the Disorientation Index (Ensign, 2019), which articulates dimensions of trigger events. The chapter concludes with future research directions and practical implications.

Three main subjects are presented in this paper: (i) A description of tests made for the purpose of determining design data; (ii) a discussion of the problems arising in the establishment of the approval procedures necessary to ensure safety and reliability; and (iii) a discussion of proposals for cyclic reliability tests. In the first section, tests to provide design data for glazing materials are described with particular emphasis placed on glasses. Types of specimen and apparatus for obtaining data at room temperature are mentioned and illustrations given of apparatus and specimens used in long term elevated temperature tests. In the second section, the overall level of reliability of complete components is discussed both in terms of structural safety and satisfactory service. While the current requirements have proved satisfactory for the past generation of aircraft, proposals are now put forward for patterns of testing that are more closely linked to the various design conditions now in use with both high‐speed and low‐speed aircraft, in order to place equal importance on the effects of temperature. In the third section, proposals are put forward for cyclic testing to overcome what appears to be an increasingly unsatisfactory record of reliability. The purpose of the tests is not to establish a safe life for any particular design but to reveal design deficiencies occurring from repeated applications of flight and thermal loadings.

This chapter provides foundations of differentiating the sophisticated and various theoretical approaches towards safe spaces demonstrated in this book. For the purpose of framing the examples provided in this collection, we offer three broad ways of thinking about safe spaces: safe learning spaces as separate, counterhegemonic, or third spaces; safe learning spaces of difference, sameness, and intersecting identities; and deliberative and democratic learning spaces. It needs to be noted, however, that these are not mutually exclusive but different aspects to consider and that they each operate within and across, and are therefore influenced by, the five levels of inequity discussed in Chapter 2. That said, not all levels of inequity are necessarily addressed by any given space, regardless of the frame used to interpret it. This discussion respects the multiple paradoxes in education, especially the one of pluralism and sameness, offering approaches to modes and learning settings of inclusion and exclusion and how they create different, yet “safe,” spaces.

Examines Just‐in‐Time (JIT) from its evolution as a Japanese concept through to a review of its philosophy and implementation. Cites several techniques of implementation. Includes a review of the early work of various researchers and practitioners. Concludes that JIT is a very effective manufacturing philosophy which is universal in nature encompassing all aspects of manufacturing. Suggests a few deficiencies in current literature.

Purpose – Despite the rising number of unmarried and/or divorced parents, negative stereotypes of single parents are still prevalent. The current study aims to explore attitudes toward single mothers (choice vs circumstance) and personal willingness to become single parents in the future.

Design/Methodology/Approach – The current study used a 10-item Likert scale inventory to assess 230 female respondents’ attitudes toward fictitious single mothers; five open-ended questions explored advantages/challenges faced by each mother, and a single-item Likert scale assessed willingness to become a single mother by choice.

Findings – Although young adults (18–25 years) reported more positivity toward single mothers compared to adults (26–79 years), both groups were unwilling to become single mothers by choice. Qualitative findings suggested participants identified more advantages associated with being a single mother by choice (as compared to by circumstance).

Research Limitations/Implications – The majority of the sample consisted of “young adults” (undergraduates) ages 18–25, while the “adult” sample combined multiple generations ages 26–79, resulting in an unbalanced age distribution between groups.

Originality/Value – Few studies have acknowledged the existence of single mothers by choice; the current research provided supporting evidence that attitudes toward single mothers are increasingly more positive among Millennials despite unwillingness to become a single mother by choice in the future.