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.

This chapter will explore the narratives and experiences of a Black male full-time faculty member at a community college. The chapter will delve into my experiences as a Black faculty in part-time (adjunct) positions and my current full-time tenure-track faculty position. This chapter will examine my challenges and successes as a Black man who teaches, call out the structural issues that need to be addressed, and call in the folks who seek opportunities to aid in the fight for accountability, equity, and peace. Lastly, this chapter will provide strategies that would be helpful to both Black and non-Black faculty, with some intentional recommendations for administration to aid in the fight for equity and peace.

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.

A vaccine that overcomes scientific, funding, and R&D constraints and enters the market may still not become available to everybody who needs it. The public health goal of preventing or lessening disease through the administration of vaccines is not fulfilled at the point of market entrance. Rather, it requires that populations indicated for a particular vaccine are able to receive it. A separate dimension of investigating how well the vaccine innovation ecosystem functions is thus the problem of access to existing vaccines.

Renewable energy, including wind and solar, has won the support of state governments by offering cost-competitive electricity, revenue to rural landowners and job opportunities. Utility companies and private companies are shifting to renewable energy that is already cheaper than coal and natural gas generation in many locations, while retaining their systems’ reliability and resilience. The Trump administration’s attempts to counter market forces that favored cheaper wind and solar largely failed to impede the progress of renewable energy. The United States, as documented in several studies, can achieve 80 percent renewable energy in its electric grid by 2035, up from 20 percent in 2020, using existing technologies, but that transition calls for a variety of supportive policies. Strategies that share the benefits from renewable energy adoption with communities that host renewable energy projects and transmission lines can help accelerate that transition, while securing broad political support. These strategies include assistance to rural electricity cooperatives to shift out of coal, developers’ benefit-sharing agreements with local communities and strategies to enhance project ownership by local communities. Likewise, targeting renewable energy projects at communities hosting fossil fuel power plants and fossil fuel generation can help achieve a more equitable energy transition.

This chapter examines seven (alleged) modern fictions of private law: (i) the equitable maxim that equity treats as done that which ought to be done; (ii) estoppel; (iii) volenti non fit injuria; (iv) the single meaning rule in defamation; (v) the common intention constructive trust; (vi) remoteness in negligence; and (vii) reading down exclusion clauses. I establish whether each of these devices is a Hard Fiction, a Soft Fiction or no fiction (the Nature Classification). I classify each device in terms of the Effect Classification developed in Chapter One. If a device has been found to be a Hard or a Soft Fiction, I go on to consider whether it should be retained or abolished in favour of a specific alternative. These evaluations of individual fictions lead to general insights, which are used in the development of the Acceptance Test in Chapter Four.

This chapter traces the part the International Chamber of Commerce (ICC) played in the development of a modern, robust, and efficient system of dispute resolution, looking at how international commercial arbitration developed from within the ICC – how it was institutionalized. The chapter is divided into two sections. The first traces the creation of the ICC dispute resolution system. It shows that some of the founders of the ICC and its Court of Arbitration were familiar with, and may have been inspired by, the arbitration rules of other organizations. Yet the ICC was also innovatory, codifying new rules and practices, as clearly reflected in the rules used to govern arbitral proceedings. This chapter refers to all fourteen versions of the ICC Rules of Arbitration – including the amendments – from 1922 to the present. The second section explores the evolution of the ICC dispute resolution system. It describes the major shifts the system underwent in the 1920s and 1930s: from conciliation to arbitration and from equity to law. These changes reflect the ICC’s increasingly important role in the administration of international disputes.

Redressing the growing economic and racial segregation in American higher education will require college and university leaders at all levels and at institutions of all types and sizes to implement multiple, intersecting interventions designed to promote student success. This chapter explores the Association of American Colleges & Universities’ Guided Pathways Project as a case study for approaches to closing persistent equity gaps through persistence among community college students. In the process, it details the critical importance of colleges serving as anchor institutions within their communities. It concludes with a series of policy recommendations intended to increase access to higher education for the most economically disadvantaged members of society.