Women Educators’ Experiences During COVID-19: On the Front Lines examines the gendered experiences, challenges, and rapid changes faced by women in higher education during COVID-19. The book’s chapters cover lived experiences ranging from graduate students navigating the pandemic to those grappling with balancing motherhood and the academy. Through these diverse perspectives, this edited collection explores the impact of the diversity and nuances of the feminine identity on navigating higher education during an international health crisis. Ultimately, contributors provide recommendations for best practices and suggestions for change for administrators, faculty, and policymakers to dismantle the academy as a male-dominated institution. Scholars of communication, gender studies, and higher education will find this book of particular interest.

Feminist Mentoring in Academia offers a varied collection of autoethnographic and research-based accounts of support, struggle, and resilience from the ivory tower. Contributors write about the moments in-between, where feminist mentoring initiates, renews, thrives, and sometimes struggles. The work presented in this book highlights how feminist mentoring happens between professor and student; junior faculty and tenured; and occurs repeatedly. Featuring contributions from scholars at varying points in their academic careers, the chapters of this book propose best feminist mentorship practices, disclose personal narratives, and critique traditional forms of mentoring with visions for feminist mentorship futures. Scholars of communication, feminist studies, higher education, and sociology will find this book of particular interest.

This book examines key issues at the intersection of education and technology by addressing the question that most educators face-how do we use technology to engage students in the learning process and enhance learning? Problematizing the view that technology is the default solution to a host of problems facing education, while also recognizing that technology has an important place in a variety of education levels, the book provides readers with clear insights on technology and learning from a variety of perspectives from communication studies, education, and related disciplines. This volume is an essential read for scholars and teachers working in the area of elementary education. It will also be of interest to academics working in the area of education, postsecondary education, and learning and can be used as an ancillary text in graduate-level seminars.

This book examines key issues at the intersection of education and technology by addressing the question that most educators face-how do we use technology to engage students in the learning process and enhance learning? Problematizing the view that technology is the default solution to a host of problems facing education, while also recognizing that technology has an important place in a variety of education levels, the book provides readers with clear insights on technology and learning from a variety of perspectives from communication studies, education, and related disciplines. This volume is an essential read for scholars and teachers working in the area of elementary education. It will also be of interest to academics working in the area of education, postsecondary education, and learning and can be used as an ancillary text in graduate-level seminars.

In part I of this book a dynamic migratory model connecting the microlevel of individual migration trends with the macrolevel of interregional migration is developed. Its derivation makes use of the master equation method. Applying a ranking regression analysis, the trend parameters of the model are correlated to regional socio-economic key factors. In part II the model is applied to interregional migration within the countries Federal Republic of Germany, Canada, France, Israel, Italy and Sweden. In part III a comparative analysis of the results is given. In part IV a selfcontained derivation of the master equation and of solutions relevant for the migratory system is given, the ranking regression analysis is exemplified and a computer program for the estimation of trendparameters is added.

In this issue of Dental Clinics, guest editor Dr. Stephanie M. Munz brings her considerable expertise to the topic of Special Care Dentistry. In this issue, top experts in the field focus on the provision of dental care services for people with cognitive, physical, medical, or developmental conditions which can preclude them from receiving routine dental care. Key topics include patients with cleft lip, orofacial pain, and neurosensory disorders, in addition to teledentistry, mentorship, advocacy, and the impact of the COVID pandemic. Contains 11 relevant, practice-oriented topics including dental materials in special care dentistry; the pandemic impact on oral health of patients with special healthcare needs; teledentistry for patient-centered screening and assessment; oral health advocacy over the lifespan for the patient with special healthcare needs; interprofessional collaboration for the patient with special healthcare needs; and more. Provides in-depth clinical reviews on special care dentistry, offering actionable insights for clinical practice. Presents the latest information on this timely, focused topic under the leadership of experienced editors in the field. Authors synthesize and distill the latest research and practice guidelines to create clinically significant, topic-based reviews.