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With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties such as peer rejection and low levels of academic achievement.

This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.

The effect of situational factors on the rating ability of 28 industrial analysts was determined through the use of rating films. The rating ability was evaluated in terms of rating accuracy and consistency. Significant differences in rating accuracy were found among the analysts from five different companies. The analysts who used time standards for planning functions surprisingly rated more consistently than those who employed time standards for a wage incentive programme. Shop labour organization, union or non‐union, had no significant impact on the analysts′ rating ability. The analysts′ rating consistency was significantly better for the medium (85‐120 per cent) and fast (125‐145 per cent) pace ranges than for the slow (60‐80 per cent) pace range. The rating consistency of the fast pace range was significantly better than the medium pace range. The familiar (machining) operations were rated more accurately and consistently than the unfamiliar (sheet metal) operations. The rating accuracy for the simple operations was significantly better than the moderate and complex operations. The simple and complex operations were rated significantly more consistently than the moderate operations.

Taking an innovative theoretical approach, the purpose of this paper is to apply Merton's theory of anomia as personal reactions to social disruptions to white‐collar worker reactions to being unemployed or under‐employed.

Exploratory, quantitative, secondary data analysis using data collected from convenience samples of career‐disrupted, white‐collar workers in four community and church based outplacement support groups. Recognizing career‐disruption as a potentially anomic state, factor analysis was used to develop scales suggestive of Merton's categories of reactions to anomia, and cluster analysis was used to classify respondents into Merton's categories.

Exploratory scales developed and resulting cluster analyses suggest Merton's theory may be helpful in recognizing different white‐collar work reactions to career displacement.

Secondary analysis and convenience sample data are major limitations, but results justify a call for further research into the application of Merton's categories of reactions to anomia to displaced white‐collar workers.

Given the frequent shifts in the business environment, white‐collar career disruptions will remain a frequent concern for senior management officers charged with administering layoffs and outplacement programs. Insights suggested by these analyses may aid anticipation of reactions of displaced white‐collar workers in ways that may influence placement and counseling activities related to worker adjustments.

This study is unique in applying Merton's theory of anomia to career disruptions, although Merton himself illustrated the theory with reference to workplace situations.

Controversy has long swirled over the claim that Donald Trump's base has deeply rooted authoritarian tendencies, but Trump himself seems to have few doubts. Asked whether his stated wish to be dictator “on day one” of second term in office would repel voters, Trump said “I think a lot of people like it.” It is one of his invariable talking points that 74 million voters supported him in 2020, and he remains the unrivaled leader of the Republican Party, even as his rhetoric escalates to levels that cautious observers now routinely call fascistic.

Is Trump right that many people “like” his talk of dictatorship? If so, what does that mean empirically? Part of the answer to these questions was apparent early, in the results of the 2016 American National Election Study (ANES), which included survey questions that we had proposed which we drew from the aptly-named “Right-Wing Authoritarianism” scale. Posed to voters in 2012–2013 and again in 2016, those questions elicited striking responses.

In this chapter, we revisit those responses. We begin by exploring Trump's escalating anti-democratic rhetoric in the light of themes drawn from Max Weber and Theodor W. Adorno. We follow this with the text of the 2017 conference paper in which we first reported that 75% of Trump's voters supported him enthusiastically, mainly because they shared his prejudices, not because they were hurting economically. They hoped to “get rid” of troublemakers and “crush evil.” That wish, as we show in our conclusion, remains central to Trump's appeal.

In 1976, amid the vastly greater celebrations of the bicentennial anniversary of the Declaration of Independence, there was the greatest orgy of historical nostalgia in the history of economics, occasioned by the bi‐centenary of the Wealth of Nations. In addition to a veritable deluge of scholarly books, articles, pamphlets, conferences, and symposia, and also innumerable popular and ephemeral effusions, all the mass media were enlisted. There were countless magazine and newspaper articles, some radio and T.V. programs, at least one especially commissioned technicolor film and, for all I know, there may also have been bicentennial poems, paintings, sculptures, and choral symphones!

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP) – a teacher education pedagogy we are calling video-mediated teacher inquiry.

Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question of how video-mediated teacher inquiry supports the appropriation of teaching tools (i.e., classroom discussion) in a teacher education program.

The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation of the pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project.

The use of video cases of teachers’ own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.

This paper outlines 4 assumptions behind attempts to explain the sequential organization of communication behavior during conflict. These assumptions were supported by an analysis of behavioral sequences coded from 9 hostage negotiations and 20 divorce mediations. Analyses showed that negotiators use only a small proportion of available responses to other party's behavior, and that this proportion rapidly decreases as sequence length increases. Critical to this channeling in behavior was the triple‐interact (i.e., cue‐response‐cue‐response), which represents the maximum sequence length required to enable accurate prediction of negotiators' future behavior. More detailed analysis showed that the triple‐interact reduced uncertainty in behavior by over 70%, which compares to less than 1% from knowledge of negotiation context and approximately 10% from knowledge of individual differences.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.