For much of its modern history, linguistics has taken an ontological stance on language as a structural entity, with a wide set of implications for how languages are understood as bounded entities. This is not about the different epistemological approaches to a structural version of language taken by various schools of linguistics, but about the basic ontological assumptions about what language is. A structural ontology made it possible to treat language as an object amenable to scientific study, enabling descriptions of languages around the world and facilitating many advances in our understandings of languages as structural entities. Yet this very tendency towards seeing languages as autonomous systems has enabled those forms of thinking that emphasize boundedness. When we contrast a structural ontology with a practice ontology, where the focus is on what people do with available linguistic resources, it becomes clear that in some of the recent translanguaging debates, people are talking about different things, language as structure and language as practice. Because structural and social (practice) language ontologies are so different, the debates about translanguaging have become mired in misunderstandings.

This chapter explores the legislative history of immigration and higher education, shedding light on the challenges faced by undocumented students in the US education system. Using findings from a qualitative study with undocumented students who left higher education, the chapter examines the barriers faced by students that affected their decisions to leave higher education, including financial need, imposter syndrome, and disclosure of identity. It also looks at the impact of interactions with peers, family pressure, and changing campus resources on student persistence. This chapter offers recommendations for support and retention of these students, including guidance during the transition from high school, advising, fostering a sense of community, and direct support services.

Suggestions as to the non-medical logistical issues that the event planners will encounter when planning their mass gathering event: security, transportation, communications, and hazardous materials issues.

Existing research on the rise of precarious forms of employment has paid little attention to gender and diversity challenges. Yet precarious work has damaging effects for vulnerable demographics, with women, ethnic minorities, and people with disabilities more considerably affected. This volume unpacks this research and offers insights into the role of organisations in fostering inclusive change.

This chapter extends the consideration of the changing global burden of diseases and discusses what is required to mount an effective response to public health challenges, particularly in countries where people are living in extreme poverty. It considers the role of international development assistance and the responsibilities of the international community in improving the health of poor people.

The chapter builds on the author’s article titled ‘Gender-Inclusive Governance for E-Commerce’, which broke new ground by examining electronic commerce (e-commerce) from a gender perspective, and the proposal for a provision on gender equality in services domestic regulation (services DR). Since then, both the provision and the policy landscape have developed. The provision was included in the negotiations on services DR that concluded on 2 December 2021 among the sixty-seven World Trade Organization (WTO) members participating in the Joint Statement Initiative (JSI) on Services Domestic Regulation. The chapter aims to meet the moment with a restatement of the framework that the article proposed, using original and new analysis by including the concluded text. The chapter generates new knowledge that is actionable for policymakers and stakeholders by responding to three questions: What is gender-inclusive governance? What is the relationship between gender divides, e-commerce, digital trade, and trade in services? What policy interventions are necessary, and why, to meet the moment? The goal is to discuss ways to attain gender-inclusive governance for trade policy at this unique time for implementing changes that are fit for the digital age. The chapter argues that multi-level dedicated gender-inclusive governance can contribute to closing the gender gap.

Chapter 5 is a study of within-firm mobilization during collective action and explains why those with the resources for mobilization have weaker preferences for collective action. Due to high levels of labor turnover, the majority of the workforce lacks strong social ties in the workplace, and those who do have mobilizational resources perceive collective action to be highly costly. Collective action occurs when the workers with mobilizational resources expect a high chance of success.

LGBTQIA+ patients are an important patient population to highlight when discussing urban emergency medicine. There are a multitude of terms regarding gender expression and identity that emergency medicine providers should familiarize themselves with if they plan on taking care of this patient population. Within the LGBTQIA+ population, there are specific medical and psychological issues that are relevant to each subgroup. Providers are not expected to know everything about their patients, but they must remember to remain open-minded and non-judgmental as they take care of everyone with precision and dedication. If a provider feels that the patient needs help in ways they cannot be of service, then the provider should be able to point the patient in the right direction via resources and referrals.

The Introduction lays out the context, the motives, and the main features of the reinvention of Roman property in nineteenth-century Europe. It introduces the global professional network of elite liberal jurists who embarked in this ambitious project and explores the reasons of their attraction to Roman propert and their committment to changing ideas of modernization. Further the introduction examines the conceptual structre of modern dominium.

Chapter 16 opens by asking readers to identify the elements in their developing demonstrations that are in good shape and those that still need work. The chapter organizes such elements by analogy to a three-legged stool: One leg is a demonstration’s materials; another is a comprehensive plan; the third is the person doing the demonstration. Discussion of materials emphasizes practical considerations such as visual or manipulable items that are exciting, portability, backups, links to core points, and even duct tape. Discussion of plans emphasizes clarity on the demonstration’s goals, knowing how to use the materials, and having a stock of juicy questions; detailed plans make it easier to be flexible in the face of surprises. Discussion of the person emphasizes how people are crucial to cooperative conversations, how they make the materials more interesting and more entertaining, how their questions guide other people’s learning, and how they represent their fields. This chapter’s Closing Worksheet asks readers to write demonstration guidelines modeled in the Worked Example about a demonstration using dinosaurs to compare human language to other forms of communication.

Chapter 18 opens by asking readers to list places in their communities where people go to learn new things. The chapter describes types of places that support public engagement, offers resources for finding specific places or events, and addresses practical considerations. Zoos, libraries, and different types of museums, as well as event-based opportunities such as different types of festivals, are addressed. Suggestions are also given for using one’s own institution. For example, many universities host programs for school-aged children or participate in local events such as cultural celebrations. Practical considerations related to such places and events include timing (once or recurring); registration, rules, and fees; specific space and resources (booth, table, electricity, internet access); audience typical at the venue; and individual and team logistics. The chapter includes resource lists related to these various suggestions. Its Closing Worksheet asks readers to find three places or events where they might take the demonstrations they have developed and to note about each one specifics such as dates and contacts, as well as some of their demonstration’s logistical needs.

This chapter is for all academics, from students and faculty to professional staff at research centers and institutions. The content draws upon our experiences from when we were budding scholars, to experienced scientists, and now administrators, including time spent at federal funding agencies. Our aim is to provide information to scholars so that you can write more competitive grant proposals and secure greater resources for your research and scholarship. First, we provide a broad overview of what to consider before you embark upon writing a proposal. Then, we discuss areas for consideration in writing the proposal itself. Finally, we share steps to consider after you have received feedback about your proposal. We also provide some detail about particular funders, including support for international scholarship. As with all scholarship, persistence, collaboration, and support from colleagues are helpful for successfully securing external funding.

The Spitsbergen/Svalbard Treaty of 1920 recognizes Norway as the ‘full and unqualified’ sovereign of the previously terra nullius Spitsbergen archipelago, including Bear Island, an area twice the size of Belgium, although with a much smaller population (currently 2,500 people) and no Indigenous residents.1 Despite Norway’s sovereignty, the Treaty gives the citizens of the signatory powers the same economic rights and right of access to the resources of the archipelago. Furthermore, the Treaty guards the users of Spitsbergen’s resources against heavy tax burdens, as it confines the tax levels to cover the costs of ruling it.

Chapter 8 is concerned with why research funds are concentrated among a select few researchers and disease groups, as well as how the concentration of funds influences the rate and direction of research. This concentration is also known as the Matthew Effect or rich-get-richer, and is often a result of biases in funding. The groups that are under-represented will tend to continue to be biased against, resulting in a systematic dearth in their participation and an accumulation of resources among a select few. The benefit of a greater dispersal of funds is that it increases the number of different perspectives actively participating in the creation of scientific knowledge, including the ability of younger researchers to participate. The latter part of the chapter investigates how and why certain disease groups such as diabetes and cancer receive more resources than others, and how this affects the trajectory. The chapter concludes with potential solutions to counteract this clustering of resources on both the individual and disease level.