Belgium follows global standards in psychological assessments, and great attention is paid to issues concerning bias and fairness by legal authorities, test developers, and researchers. Anti-discrimination laws cover around nineteen protected grounds and align with European Union directives, but hiring discrimination persists. This chapter illustrates the tension between the law, test developers and researchers who promote proper test use, and practitioners who continue to rely on tools that can perpetuate bias, such as unstructured interviews and intuition-based decision-making. Despite comprehensive anti-discrimination regulations and affirmative action measures such as gender quotas, there are no legal requirements for the use of valid selection procedures in Belgium. Balancing validity and diversity is emphasized more in the public sector than the private sector. Although professional bodies offer guidelines for appropriate test use, they mainly target clinical settings rather than employment settings.

Selection processes in France are governed by a comprehensive legal and regulatory framework that prioritizes fairness, non-discrimination, and equal opportunity. French labor laws explicitly prohibit discrimination based on twenty-five criteria, including sex/gender, ethnicity, disability, and age. Despite these protections, disparities persist, fueling ongoing policy debates and legislative refinements. Regulatory bodies such as the Defender of Rights oversee compliance and promote unbiased hiring practices. However, implicit biases and structural barriers continue to influence employment decisions, challenging efforts to achieve true workplace equality. Employers must balance legal obligations, diversity objectives, and test validity while adapting to evolving EU regulations, such as the AI Act (2024). The introduction of diversity labels and corporate social responsibility initiatives reflects a proactive commitment to fostering inclusive workplaces. Yet enforcement challenges remain, as rising reports of workplace discrimination highlight persistent gaps. Several recommendations have been proposed to mitigate discrimination without compromising the quality and effectiveness of selection methods.

Nigeria’s diverse history and ethnic diversity have shaped the country’s current understanding of bias and fairness, including issues relating to employment. This chapter focuses on employment testing bias and fairness in Nigeria. When making employment decisions, it is a common occurrence, albeit not a legally permissible one, to have factors such as age, sex, political beliefs, religion, ethnicity, and disability taken into account. Nigeria’s discrimination laws cover all employers, third parties, and licensure. However, Nigerian discrimination adjudication has a narrow purview. For instance, there are no clear standards for validity evidence, no rules for demonstrating disparate impact, no shifting of the burden of proof, and no recognition of disproportionate impact. The limited use of professionally designed selection processes also means that bias-related concerns receive little attention. Information about the impact of the legal environment on industrial and organizational psychology is similarly lacking. Nonetheless, there are initiatives aimed at professionalizing psychology in the nation, which should increase the reliability and validity of selection procedures.

This chapter has been written from the stance of a patient and public contributor to mental health research. It examines the role of patient and public involvement in mental health research which has evolved since the mid 1960s and continues to do so. Examining the people, roles and research and providing a definition for the different stages of Patient and Public Involvement, the chapter looks at how these roles interact, the ethics and rationale for involvement, the power relations between the various parties, whether involvement is moving the research agenda closer to preventative health care, and the subject of equality, diversity and inclusion. The difficulties of working with people with serious mental health issues are addressed. Case studies are given to illustrate various points. Subjects such as training and language are included. The complex subject of evaluation and impact and how they can be resolved are raised. Finally, the chapter concludes by inviting the reader to consider what ‘good PPI’ is, and how it is done.

This chapter presents an overview of the goals of universal biology. It is noted that biological systems are generally hierarchical as molecules-cells-organisms, where the components of each level are quite diverse. How such diversity arises and is maintained is discussed. We then discuss the possibility of understanding such biological systems with diverse components, and explore the possibility of macroscopic theory to reveal and formulate universal properties in living states, noting that robustness, plasticity, and activity are essential to life. Recalling the spirit (not the formulation) of thermodynamics, we explore the possibility of formulating a theory for characterizing universal properties in life, emphasizing macroscopic robustness at each level of the hierarchy and the importance of macro-micro consistency.

This chapter offers a definition of a local priest. It explores the normative framework inherited from Late Antiquity that defined their status and regulated their behaviour, but also stresses that the label designates a social fact rather than a specific grade within the Church. To illustrate the diversity that the term encompasses and the methodological challenges that studying these people involves, the chapter offers four case studies of particular local priests in different parts of the former Carolingian empire, from Saxony through to southern France.

Psychosocial treatments are central to effective delivery of Child and Adolescent Mental Health Services (CAMHS), with a strong evidence base for a range of interventions targeting many of the common and complex mental health presentations in children and young people. Practitioner knowledge of the range of psychosocial interventions offered by CAMHS is fundamental to making informed, shared decisions with children, young people and families about their care. In addition knowledge of how psychosocial interventions need to be adapted to meet the needs of diverse populations is central to ensuring equity of access.Demand for services will continue to increase, along with increasing complexity and severity for many children and young people, and services must ensure that they continue to offer a range of psychosocial interventions, tailored to individual need and choice, delivered by a well-trained workforce, with effective means to demonstrate outcomes. Transformation models such as THRIVE will be instrumental in ensuring that access to psychosocial intervention is broadened beyond existing services, supporting others in community and education settings to offer earlier intervention, greater choice and diversity and ensure that CAMHS is able to deliver specialist treatments to those who can benefit the most.

This concluding chapter highlights the important contributions that this volume makes in featuring the diversity of forms of leadership in the ancient world and in illustrating how ancient people were asking questions about leadership that we should be asking more often today. It further argues that future research on ancient leadership should help readers to draw connections among the different forms of leadership in the ancient world, especially those readers who are not expert in ancient studies, and also to draw lessons that can help us better lead and better select our leaders. Ancient leadership studies need to play a vital role in helping us understand contemporary leadership as a moral, creative and collaborative art that we can all learn from one another.

Chapter 6 turns to a cluster of broadly cosmological episodes: the events and agents of creation, the texts that tell of these events and agents, and the authors who wrote these more and less authoritative texts. It focuses on two stretches of Cyril’s Against Julian, broadly concerning the modes of divine management of the cosmos but covering topics ranging from the breadth of human diversity to the Mosaic sacrificial system to the Tower of Babel and Homer’s Aloadae giant brothers. Cyril’s consistent objective is to dislodge the characters of the gods from Julian’s Hellenic story while also demonstrating how much better sense they make within the Christian story as fallen demons. That “all the gods of the nations are demons” (LXX Ps 95:5) was, of course, a common apologetic line. But this re-narrating claim is more than a polemical trope, structuring in fact a surprising range of arguments.

This chapter will add a further layer of understanding from what you have read in Chapter 7 (diversity, inclusion, and social justice) and Chapters 8 and 9 (classroom management and creating positive learning environments). However, this chapter will focus on one particular group of learners: those who have lived through complex trauma. The reason why an entire chapter is dedicated to this one group is a growing understanding that we need a different way of thinking, believing, planning and acting if we are to be successful in improving the educational and life outcomes for these children and young people. We also know that a trauma-informed approach to educating and supporting these young learners can enhance the personal and professional well-being of the adults working hard to deliver education programs, which is vital.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. Therefore, teachers need to organise and manage particular learning environments according to a number of factors, including the age range, learning needs and number of students they are teaching, the nature of the learning context, and the aims and purpose of the teaching and learning being undertaken. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised. In the second section, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities. Theories are of little use in classroom management if they exist only at the level of abstract thought, so we explore ways in which theory can be enacted in practice across learning contexts.

Education changes lives. It opens doors and provides us with the skills and dispositions to achieve what we believe in. But not all students flourish in their educational settings. The ways students experience their education are shaped by the differences among them. Despite many years of equity-based reform in schools, the children most at risk of educational alienation, failure or withdrawal in the third decade of the twenty-first century are, for the most part, the same children who were most at risk 50 and 100 years ago. Children from low socioeconomic backgrounds, rural and isolated areas, non-dominant cultural, language, or religious groups, students with disabilities, and many who don’t fit the stereotypes associated with a particular subject area, gender or culture have been shown to experience schools as places of alienation, not as places of growth, opportunity and learning. Issues of sexual and gender identity, mental health, and instability of citizenship, housing, and employment combine to make the situation even more complex.

As a novice teacher, it is important for students to be aware that they are entering a profession with a set of guiding policy frameworks to inform their knowledge, practice and engagement. Chapter 1 introduced a range of data snapshots that provide insight into current Australian and global education systems in the twenty-first century. Data are increasingly used to inform policy, but policy is also shaped by many other complex and multifaceted factors operating across both local and global contexts. This chapter further examines the education landscape and looks at how policy is shaped by, and in turn shapes, our educational thinking, work, teaching practices and future research.