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This article examines the early post-World War II civil rights organizing of black women radicals affiliated with the organized left. It details the work of these women in such organizations as the Civil Rights Congress and Freedom newspaper as they fought to challenge the unjust conviction and sentencing of black defendants caught in the racial machinations of U.S. local and state criminal justice systems. These campaigns against what was provocatively called “legal lynching” formed a cornerstone of African American civil rights activism in the early postwar years. In centering the civil rights politics and organizing of these black women radicals, a more detailed picture emerges of the Communist Party-supported anti-legal lynching campaigns. Such a perspective moves beyond a view of civil rights legal activism as solely the work of lawyers, to examining the ways committed activists within the U.S. left, helped to build this legal activism and sustain an important left base in the U.S. during the Cold War.

Instructors at Francis Marion University developed a recycling course in an attempt to satisfy the students’ goals of increasing campus awareness about sustainability and recycling, and the teachers’ goals of using problem‐based learning approaches in class. Students enrolled in the course designed their own experiment, completed the experiment and presented the results at several national meetings. The focal point of the experiment was student apartments, where some students were provided with recycling bins, some were not, and some were provided with both bins and education about the importance of recycling. Results show that students living in campus apartments significantly reduced their waste stream when given recycling bins and some education about recycling. Although ANOVA tests showed that while the presence of recycling education did not result in significantly more recycling, students who received bins (opportunity) recycled more as time went on. Positive student feedback indicated the success of using project‐based learning to teach sustainability.

The paper seeks to identify the key environmental forces and competitive drivers influencing the strategic management of a business school, and to give guidance about strategic choices as the business school evolves in the new knowledge economy.

Analytic tools such as PEST analysis and competitive analysis are used to provide a model and framework for dialogue about strategic choice.

The influence of demographic, technological, entrepreneurship and globalisation drivers provides a series of implications for competitive action and strategic choice. In the current environment it offers a school strategy of a rigorous academic research profile informed and guided by practice. This is favoured over a more professional agenda.

The paper reviews and updates the literature on future strategies and scenarios for business schools from an analytic perspective.

Introduces the special issue on environmental sustainability initiatives in higher education. Highlights the work accomplished by students on college and university campuses around the world. Notes that the papers illustrate the challenges and success students have encountered while working toward sustainability.

The purpose of this paper is to explore the association between tax evasion and financial instability. The discussion also examines the effects of tax evasion for financial instability.

This paper is an exploratory study on the effect of tax evasion on financial instability

The paper shows that tax evasion can reduce the tax revenue available to governments to manage the economy and can weaken the government’s ability to promote stability in financial systems, whereas on the contrary, taxpayers who evade taxes feel they can use the evaded tax money to rather improve their own financial stability.

This paper presents the first attempt to carefully examine the association between tax evasion and financial instability.

This paper investigates how individuals determine their tax morale levels and tax compliance decisions. Using a questionnaire survey and a multivariate tests procedure, the paper revealed that tax evasion is morally acceptable in Jordan under some circumstances, indeed there could be an affirmative duty to evade taxes since the government is perceived to be highly corrupted. The findings also show that while the extent of the governmental corruption has a positive (negative) effect on tax non-compliance (tax morale), the efficient expenditure of governmental tax revenues has a negative (positive) impact on tax non-compliance (tax morale). The individuals’ tax non-compliance decisions are likewise positively affected by the tax rates and by the taxation system’s being perceived as unjust, but decline with the increase of audit rates and the subsequent penalty rates. The degree and effectiveness of these determinants are dependent on the individual’s level of risk aversion, financial constraints and the surrounding referent groups. The results also confirm that individual factors play a significant role in determining the level of tax morale. Overall, the tax morale level and the compliance decision of an individual are greatly influenced by gender, age, educational level, occupational status and religious background.

The increasingly important issues of transparency and citizen involvement have challenged public administrators in the budget process. This paper adopts a contingent valuation approach, surveying citizens in the city of Oshkosh, Wisconsin, on their preferred allocations of both a large city budgetary increase and a large city budget reduction. The results are then used to examine how citizen assessment of service quality and importance are related to their desired changes in net budget allocations. We believe that this is a major improvement in the contingent value approach, and can serve as a useful tool to public administrators for identifying the public’s budget priorities.

The Biophilic Interior Design Matrix (BID-M) was created to assist designers with identifying biophilic interior design features for optimizing nature integration for evidence-based design. The BID-M was developed and tested with interior design practitioners in the United States. There was a need to further develop the BID-M for other cultures along with understanding the designers' perceptions of biophilia.

A mixed methods approach was used with 101 interior designers/architects practicing in China using a pre- and post-questionnaire surrounding a room assessment using the BID-M.

The Chinese translation of the BID-M was perceived as beneficial to design practice, evaluated as reliable and valid. The Chinese designers perceived a significant increase in knowledge and importance of biophilia after using the BID-M and it was useful in assisting all parts of the design process. The designers had some prior experience with biophilic design and clients have been requesting suitable natural and artificial light features.

The BID-M was seen as a human centered design tool that is useful to evaluate biophilic design features in the built environment.

Overall, the BID-M appears to be useful throughout the design process to ultimately support well-being. The participants' cultural background expands use of the BID-M and provides opportunities for additional cultural applications of biophilic design and future research. The BID-M offers additional language for incorporating biophilic design as well as serving to educate and guide feature selection.

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a particular coincidence of social and economic conditions and the contested domais of pedagogy and curriculum during the period 1935‐1965. Popkewitz, among others, views school curricula and associated practices as emerging from ‘systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions’ which ‘shape and fashion interpretation and action’. It is these ‘systems of ideas’, or ‘traditions’ in Goodson and Marsh’s terms, that provide a framework for understanding outdoor education in New Zealand schools. Since the 1930s, outdoor education in New Zealand appears to have consolidated from, and been shaped by, competing educational ideologies and changing social and economic influences. The way in which outdoor education accommodated competing traditions is the focus of this, necessarily broad, analysis