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This paper aims to provide an important perspective to the predictive capacity of Organization of the Petroleum Exporting Countries (OPEC) meeting dates and production announcements for energy futures (crude oil West Texas Intermediate (WTI), gasoline reformulated gasoline blendstock for oxygen blending (RBOB), Brent oil, London gas oil, natural gas and heating oil) market returns and volatilities.

To examine the impact of OPEC news on energy futures market returns and volatilities, the authors use a conditional quantile regression methodology during the period from April 01, 2013 to June 30, 2017.

From the empirical findings, the authors show a conditional dependence between energy futures returns and OPEC-based predictors; hence, the authors can find clear the significance of relationship in the process of financialization of the OPEC announcements and energy futures in the case of this paper. From the quantile-causality test, the authors find that the effect of OPEC news is important to energy futures. Specifically, OPEC announcements dates predict the quantiles of the conditional distribution of energy futures market returns.

The authors confirm the presence of unidirectional nexus between OPEC news and energy commodities futures in the long term.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

This application brief describes a “Module Discussant” activity assigned in an online graduate-level leadership theory course. The assignment was designed to stimulate higher-level thinking, apply leadership theory to practice, and foster extensive communication among students in the online learning environment using a common learning management tool—the online discussion forum. This brief presents leadership educators with perspectives from two professors who coordinated the assignment, as well as the perspective of a graduate student participating in the activity. The professors and students involved report that the assignment resulted in compelling levels of engagement and critical thinking. Recommendations for future use and for enhancing the quality of the assignment are also offered.

The ability to develop and employ competent leaders with a global understanding has and continues to be a major challenge facing today’s universities and professional workforce. To effectively lead within today’s globalized society, it is imperative that leadership skills and knowledge relevant to international contexts be included within the leadership development and educational process. Through conceptual discussion and specific examples, the authors will argue that utilizing learner-centered instruction techniques such as cultural experiences, learner-centered assignments, and international leadership immersion experiences are all important ways to disseminate important leadership skills and knowledge. Keywords: Global Leadership, International Immersion, International Leadership Experience, Leadership Development, Learner-Centered Instruction.

This paper aims to investigate how oil price uncertainty affects real gross domestic product (GDP) and industrial production in eight Central and Eastern European countries (CEEC).

In the research process, the authors use the Bayesian method of inference for the two applied methodologies – Markov switching generalized autoregressive conditional heteroscedasticity (GARCH) model and quantile regression.

The results clearly indicate that oil price uncertainty has a low effect on output in moderate market conditions in the selected countries. On the other hand, in the phases of contraction and expansion, which are portrayed by the tail quantiles, the authors find negative and positive Bayesian quantile parameters, which are relatively high in magnitude. This implies that in periods of deep economic crises, an increase in the oil price uncertainty reduces output, amplifying in this way recession pressures in the economy. Contrary, when the economy is in expansion, oil price uncertainty has no influence on the output. The probable reason lies in the fact that the negative effect of oil volatility is not strong enough in the expansion phase to overpower all other positive developments which characterize a growing economy. Also, evidence suggests that increased oil uncertainty has a more negative effect on industrial production than on real GDP, whereas industrial share in GDP plays an important role in how strong some CEECs are impacted by oil uncertainty.

This paper is the first one that investigates the spillover effect from oil uncertainty to output in CEEC.

This case study explores student learning outcomes from a student-led eService-learning (SLESL) course. The researchers interviewed 12 participants in addition to evaluating final reflection papers. Data analysis yielded three general categories including leadership insights, personal growth and development, and overcoming community obstacles. Leadership insights were comprised of five emergent themes such as leadership lessons learned, collaboration, communication, influence, and other leadership theories. Personal growth and development included seven themes such as personal challenge, personal awareness, practical application, personal affect, personal self-efficacy, self-efficacy toward future involvement, and service-learning insights. The final category, overcoming community obstacles, was encompassed by three themes including community challenge, insights about others, and innovation. Transferability of the findings along with implications for practice are discussed.

The primary purpose of this paper is to call leadership educators to intentionally engage in a conversation regarding how we ensure participants of our programs are learning what we hope they learn. To achieve this principal aim, this paper will (a) briefly examine pressures compelling our discipline to engage in intentional conversations regarding assessment and (b) provide an overview of ways and means of assessment activities.