This chapter studies the balancing entrenched in unique national rules of the Member States. Those national balancing tools bear significantly on balancing in the decentralised enforcement era, during which almost 90 per cent of Article 101 TFEU enforcement actions have taken place in front of NCAs. This chapter highlights the doubts about the compatibility of those national tools with EU competition law, a topic that has been largely overlooked by legal scholarship.

How can we judiciously tell the many continuous, discontinuous, overlapping, persistent, and simultaneous, tales that constitute German history? Taking as an example James J. Sheehan’s engagement with the question: “what is German history?”, the introduction argues that the conceit inherent in the question is the belief that a unitary history must exist, even when the decades of scholarship Sheehan inspired indicated that it does not. In actuality, German history can only ever be regarded as an aggregate of Germans’ histories, and it is critical that we begin by recognizing that a great many of the people who lived those histories did so without regarding difference and unity as antinomies or hybridities as problems. Adopting that position has a number of advantages. It not only allows us to better understand the actions of the great variety of people who thought of themselves and were regarded by others as German during the modern era, it also helps us to gain a better understanding of the roles Germans and German things have played in the history of the modern world.

A first shock of the Paradiso is to discover that it has difference, diversity and degrees. Dante questions Piccarda, the lovely sister of his childhood pal, as to whether she doesn’t yearn to have a more exalted station and to be friends with people in higher places. Her response is that the virtue of charity quiets their will so that they do not want anything other than what they have. Since Piccarda was taken against her will by her powerful brother’s henchmen from the convent where she had wanted to sleep and wake with Christ her whole life, and forced into a marriage she did not want, her acquiescence to the will of others seems to endure even in heaven. Yet appeasement in the face of violent threats turns out to be the opposite of resting in the truth of one’s own particular capacity for goodness, in a spectrum of possible goodness that soars way over our heads.

In this chapter we address structural (long-term) factors that may affect the fate of regimes across the world in the modern era. This includes geography (e.g., climate, soil, topography, and waterways), Islam, European influence (via colonialism, religion, language, and demography), population, and diversity (ethnic, linguistic, or religious).

This chapter focuses on the institutionalization and professionalization of preservation and representation of the material past in the present. Museums, government agencies, preservation organizations, and various social and community groups collect, conserve, interpret, and present material culture of their own and of others’ past. Questions surrounding values, meanings, authority, ownership, and stewardship are examined.

This chapter explores the cleaners’ relationships and interactions within their microcosm. It examines how cleaners show little interest in defining themselves as one group and articulating common interests. Friendships and coalitions as well as divisions and strife characterize the cleaners’ microcosm. Cleaners form alliances and divisions as they seek to establish a status hierarchy, by creating and enforcing markers of difference. These markers range from age, gender and ethnicity to fashion, cultural tastes and educational backgrounds. Some are subtle, some are stark. But despite these differentiations, a sense of equivalence persists, posing a threat to any sense of specialness. It is a negative equivalence of belonging to a stigmatized group of “anyones”. Cleaners wish to believe that their work and their presence are on some level unique and valued as such, that they are not interchangeable and replaceable; and to fortify their sense of worth they resort to the creation and enforcement of status hierarchies. Such constructions all too often rest on the most fragile of foundations, and the risk of collapse plays no small role in cleaners’ dramas of dignity.

This final chapter uses the shift metaphor to suggest that change might be limited if not explicitly anti-racist. In the absence of this consciousness, a shift can be sidewards rather than forwards. I argue that empirical studies in EU law can only take a shift forwards when the principle and practice of decolonialism is embedded in it. This requires recognition of Europe's colonial past as well as racism in the present. The assumption that all Europeans are White, and all Blacks are migrants has to be debunked – Black European scholars need to be encouraged to take their place in the field and given access to resources to ensure that empirical research in EU law also focuses on experiences important to their lives.

Culture can mean several things when referring to a group: identity, values, goals, principles. Culture can be defined from the inside or outside – how is your group viewed by others, either at your institution or outside? Is your group viewed as “functional,” in which the members get along with each other, work as a team, and accomplish important goals? Or does it carry a reputation of being a “difficult place to work”? Usually a culture is a mix, some elements hardworking and driven, some supportive and nurturing. This chapter talks directly about how to develop a positive culture for your group, and how to be explicit in the process. It starts with recognizing and acknowledging the elements of your core identity as a group – what are your guiding values and behaviors? It dives into the difference between acceptable behaviors that can stimulate the group and be positively provocative, versus those that can be negative, destructive, and unacceptable, and how to deal with them when they occur. It describes the principle of accountability and how all group members are responsible for the overall health of the group. It discusses how to handle difficult interpersonal interactions once they’ve taken place, and how to reset the team after a negative culture event. It reminds the reader of the importance of embracing diversity, that differing opinions are necessary and important, but negativity and destructive behavior is never helpful.

Retraces how Cassirer transforms Kant’s transcendental philosophy into a philosophy of culture in The Philosophy of Symbolic Forms. First, Cassirer abandons Kant’s notion of the category and instead models his conception of the symbol on the schema from The Critique of Judgment (2.1). Second, he understands such symbols as constituting not only the theoretical, practical, and aesthetic sphere, but all cultural domains, including myth, language, and the human sciences (2.2). This forces Cassirer to adopt two conceptions of objectivity: a constitutive conception that pertains to each cultural domain (or ‘symbolic forms’) and a regulative conception that befits human culture as a whole (2.3).

In medicine, the goals are different based on the individual group; thus, establishing the vision and goals for your group is essential, so that they know the scope, steps, and potential obstacles. All too often, teams are left to make assumptions as to what the goals are; this leads to uncertainty, questioning, and a lack of faith or trust in you as a leader. Setting the goals, and reminding people of them periodically, will help keep your group oriented and focused. This chapter focuses on how to assemble a well-running team, whether you need to get to know who is on it already or if you’re assembling it from scratch. It dives into how to gain a better understanding of your team members, what motivates them, and their potential strengths and weaknesses. It also goes into how to identify the personality traits that may make them a more or less effective team member. We describe the great importance of diversity for your team, as it is a key source for innovation, creativity, and perspective. It discusses the importance of midlevel leadership and when it is necessary. Mentorship is discussed in detail, as a key component to the development of your group members. Principles of recruiting and retaining good group members are reviewed, as well as operating principles for your team.

This chapter describes how to continue to develop as a leader. Great leadership is not something you ever really attain, but something you are constantly striving toward. Innovation and creativity help nurture your leadership potential; resting on your laurels leads to complacency and stale leadership. As with all things, this does not come without some work and introspection. Introspection is the work, and most leaders fail to develop because they’re unwilling or unable to take the extra steps to examine themselves and their group deeply, find out what’s working and what’s not, and come up with fixes. We discuss the importance of getting evaluations and feedback on your performance as a leader, and how to incorporate that feedback in a healthy manner. We discuss the importance of availability and accessibility. We talk about the importance of leading by example, “walking the walk.” We go into the importance of clear, concise, and honest messaging, as well as embracing change and learning from your mistakes. We reemphasize the importance of diversity and conclude with some core principles and values.

This chapter identifies and discusses key themes that can confound resilience, retention, and inclusion among African-American faculty in higher education. A conceptual framework of protections and risks to retention, inclusion, and the resilience of faculty is provided to guide practices of diversity, equity, and inclusion (DEI). The theoretical underpinning of the conceptual framework derives from intersectionality and postulates resilience in the face of adversity and defiance in the face of opposition. Recommendations for higher education leaders and faculty for retention and inclusion are provided.

Higher education is an industry highly impacted by systemic racism. Previous research has revealed a persistent trend of underrepresentation and low academic status of African-American faculty members in many US colleges and universities. A lack of diversity, promotions, and scholarships are often hidden by the success of African-American faculty members receiving tenure, or promotions to dean or University president. Research statistics indicate persistent obstacles to recruitment and retention, though there is also acknowledgement of some success. Bell’s Critical Race Theory (CRT) is used to emphasize how systemic racism has allowed the culture of college campuses to discriminate against qualified minority candidates.

This chapter highlights what the authors call programs with promise. The focus is not on perfection as much as potential. Whether it is a small initiative or a large-scale program, if it makes an impact on the retention, inclusion, and/or mental wellness of Black or diverse faculty, then it is worth sharing with others. The chapter provides readers with examples of initiatives and programs that they can replicate, utilize a modified version of, or simply be inspired by. According to Barnett (2020), peer institutions are excellent sources from which to draw on successful integration of diversity and equity issues. This chapter will only share a handful of the numerous programs that focus on diversity, equity, and inclusion (DEI) for faculty in higher education.

Learning and teaching are fundamentally cultural processes. Culture is the constellations of practices that communities have historically developed and dynamically shaped in order to accomplish the purposes they value, including the tools they use, the social networks with which they are connected, the ways they organize joint activity, and their ways of conceptualizing and engaging with the world. This chapter reviews research on the cultural nature of learning, including studies of (1) learning in and out of schools; (2) relationships between everyday and academic knowledge and discourse; (3) classroom-based design research that explores linkages between students’ diverse repertoires of practice and those of the academic disciplines being taught. This review addresses multiple dimensions of learning including cognition, discourse, affect, motivation, and identity. The research has implications for several issues in the learning sciences: How does learning interact with community practices? How can we connect these community practices to academic disciplinary practices? How can we use our understanding of community practices to support deeper learning?

In conducting clinical trials, we evaluate the most promising findings from translational research, gain perspective about mechanisms of action, and strive to identify treatments that are both effective and safe for a wide range of Alzheimer’s disease (AD) patients. To assess the effectiveness of any clinical trial drug, we must first identify, screen, and follow representative participants through multiple trial phases, a years-long duration between discovery and efficacy. Clinical trials depend upon large, diverse, and well-characterized participant samples. Clinical trial populations must include representative variability across sociodemographic characteristics to capture unequal risk and potentially varied responses to treatment. Diverse participant samples are our best tool for generalizing effects to patient populations but are also one of our largest barriers to the timely and complete investigation of new treatments. Recruitment and retention receive some of the blame for the long, protracted timeline of clinical trials. Finding solutions for recruitment challenges will therefore improve the overall efficiency of study trials and the speed of drug discovery.

One of the central themes of Democracy in America is the dawning tide of democratic equality. In Tocqueville’s view, this equality – understood as uniformity – represents the future of modern democratic society. Rogers M. Smith argues in this chapter that, even though Tocqueville’s assessment of America as a world of democratic equality may be unreliable, his reckoning with these issues nonetheless proves instructive for how we confront challenges of diversity and inequality. Tocqueville’s worries concerned excessive equality and uniformity, but today’s dilemmas increasingly involve inequality and differential treatment. Rather than treating everyone equally, in what Smith calls a “post-Tocquevillean America,” we confront the challenge of trying to secure diversity and equity by differential treatment of some groups. Smith argues that we ought to be prepared to offer special accommodations and differential treatment for groups so long as these do not substantially harm the civil rights of others and are consistent with the broader ends of substantive equality. Although Tocqueville’s vision of the challenges of democracy may diverge from our own, his thoughts remain illuminating of contemporary challenges of diversity and inequality.

How to work with a publisher to develop and market a textbook, emphasizing the need to write for a specific audience.