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To catalyse the impact economy, we need a common language which unites the various disciplines covered by the universe of impact investing, including environmental science, sociology, anthropology, human capital, childhood education and development, workforce development, criminal justice, diversity equity and inclusion and more and which translates those into monetary estimates to enable decision-making, and to catalyse more sustainable and just outcomes. Impact accounting seeks to do just that by uniting the statements of an organisation's financial health and performance with monetised impact accounts that reflect the organisation's positive and negative impacts on employees, customers, the environment and the broader society. This chapter provides an argument for impact accounting, an implementation roadmap, and grapples with principles and ethics-based challenges for impact accounting.

Collectively, we can use impact accounting to demand accountability from the businesses from which we purchase or of which we are equity owners, either through from investment managers and our retirement accounts. We must demand that they start showing the impact-weighted earnings of their profits or the ‘true’ price of the product they produce.

To provide a selective bibliography for researchers working with bulk material forming (specifically the forging, rolling, extrusion and drawing processes) with sources which can help them to be up‐to‐date.

A range of published (1996‐2005) works, which aims to provide theoretical as well as practical information on the material processing namely bulk material forming. Bulk deformation processes used in practice change the shape of the workpiece by plastic deformations under forces applied by tools and dies.

Provides information about each source, indicating what can be found there. Listed references contain journal papers, conference proceedings and theses/dissertations on the subject.

It is an exhaustive list of papers (1,693 references are listed) but some papers may be omitted. The emphasis is to present papers written in English language. Sheet material forming processes are not included.

A very useful source of information for theoretical and practical researchers in computational material forming as well as in academia or for those who have recently obtained a position in this field.

There are not many bibliographies published in this field of engineering. This paper offers help to experts and individuals interested in computational analyses and simulations of material forming processes.

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.