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This paper introduces a novel quality measure, the percent-within-distribution, or PWD, for acceptance and payment in a quality control/quality assurance (QC/QA) performance specification (PS).

The new quality measure takes any sample size or distribution and uses a Bayesian updating process to re-estimate parameters of a design distribution as sample observations are fed through the algorithm. This methodology can be employed in a wide range of applications, but the authors demonstrate the use of the measure for a QC/QA PS with upper and lower bounds on 28-day compressive strength of in-place concrete for bridge decks.

The authors demonstrate the use of this new quality measure to illustrate how it addresses the shortcomings of the percent-within-limits (PWL), which is the current industry standard quality measure. The authors then use the PWD to develop initial pay factors through simulation regimes. The PWD is shown to function better than the PWL with realistic sample lots simulated to represent a variety of industry responses to a new QC/QA PS.

The analytical contribution of this work is the introduction of the new quality measure. However, the practical and managerial contributions of this work are of equal significance.

This study aims to examine factors, beyond child requests, that influence parents’ perceptions of the most important gifts to give their children by assessing the influence of television advertising on children’s programming.

Using agenda-setting as a theoretical and methodological template, a content analysis of 7,860 commercials in children’s programming was compared using a questionnaire to 143 parents of 240 children to test the transfer of salience between advertising and parents’ perceptions. The study also examined the role of child purchase requests in this relationship.

The product categories that most prevalently advertised on children’s television had a significant relationship with the product categories that parents perceived to be the most important to give their children as gifts. Furthermore, the results indicate that this relationship was not contingent upon parental advertising mediation or child product requests.

The results are limited to a single broadcast market during the Christmas season. Strategically, the research suggests that advertising through children’s television programming may be an effective way to directly inform parents’ gift-giving consideration sets, and this target and outlet should be strategically evaluated in subsequent campaign decisions about the marketing mix.

The findings add new insights to the gift-giving literature, indicating that advertising in children’s programming may be an alternative direct influence on parents’ perceptions. This research also extends research on advertising agenda setting into the new context of commercial advertising of consumer products.

Successful innovation requires a significant financial commitment. Therefore, the purpose of this paper is to investigate the relation between internal and external financing and the degree of innovation in European firms.

An empirical investigation is carried out using a longitudinal data set including 146 large, quoted, European firms over ten years, resulting in 1,460 firm years.

The authors find that only firms in the energy sector will be more innovative when they are profitable. For the sectors of basic materials, manufacture and construction, services, financial and property services, and technology and telecommunications, profitability is negatively related to innovation. External financing in the form of debt reduces the focus on innovation in profitable firms.

The authors analyze the findings through the lens of evolutionary economics. The model is not valid for firms in the consumer-goods sector, which indicates a need for adapting the model to each sector. We conclude that the impact of profitability on innovation varies across sectors, with debt financing as a moderating factor.

To the best of authors’ knowledge, this is the first study that analyzes the internal and external financing and the degree of innovation in European firms on a longitudinal basis.

The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018 ). The logical consequence of education is the provision or guarantee of an equitable opportunity for all students to have equal access to learning and the achievement of academic success (Stewner-Manzanares, 1988 ). The basic definition of bilingual education in the United States is the use of two languages for instruction of the home language and English. Unfortunately, this basic principle is not accepted by postsecondary institutions as predispositions of university preparedness (Blanchard & Muller, 2014; García, Kleifgen, & Falchi, 2008; Kanno & Cromley, 2013; Lee et al., 2011; Menken, Hudson, & Leung, 2014). Mexican American students are potentially being left out of the opportunities afforded by the attainment of a postsecondary education because they are a language minority (Lucas, Henze, & Donato, 1990; Moll, 1990; Trueba, 2002; Trueba & Wright, 1981; Washington & Craig, 1998). Students are already examined for postsecondary credentials or college readiness, in the eighth grade (Paredes, 2013). Through this testing, 11 out of every 100 Hispanic children in the state of Texas are deemed as having attained postsecondary credentials (Paredes, 2013). As part of the fastest growing demographic group in Texas and the United States, the Mexican American population holds the lowest rate of graduation from postsecondary institutions and the highest high school dropout rate of any ethnic minority in the nation. In a 12-year study, Kanno and Cromley (2013) found that one out of eight English as a second language (ESL) or English language learners (ELLs) attain a bachelor’s degree from postsecondary institutions across the United States while the success rate for their English, monolingual counterparts is one out of three. Various researchers (García et al., 2008; García, Pujol-Ferran, & Reddy, 2012) argue that the inequity of education in the United States can be measured by how few minority students educated under the principles of education attend a postsecondary institution because it is the diploma from such institutions that leads to higher paying wages for the individual (García, 1991; García et al., 2008, García et al., 2012).

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.

The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).

This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum.

One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.

This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.