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The ten‐item Inventory of Polychronic Values (IPV), a psychometric measure of polychronicity (the extent to which people in a culture prefer to be engaged in two or more tasks or events simultaneously and believe their preference is the best way to do things), was developed using data from 11 samples (N = 2,190) collected from bank employees, undergraduate students, hospital personnel, dentists and their staffs, and state agency managers. Principal components, alpha, correlation, and confirmatory factor analyses supported the IPV in its internal consistency, test‐retest reliability, content adequacy, construct validity (both discriminant and convergent), and nomological validity.

This paper attempts to rebut criticisms of, and give further clarifications to, arguments about the nature of sociological explanation previously made by Martin (2011).

Here, arguments initially derived through historical reconstruction of theory are instead drawn out from our common stock of experiences. Aspects of the argument that were complex as initially presented are simplified here, and the maximum contrast between this approach and the more conventional is made.

The implications for practice are many; most important, the claim of Martin (2011) – rejected by Bradford (2013), as critiqued herein – to offer a coherent alternative to our current understanding of the task of explanation, if successfully demonstrated, suggests a reorientation of sociological research toward the production of intersubjectively valid cartographies and away from causal or pseudo-causal accounts.

Social theorists who are willing to seriously think about what lies in between our practice and knowledge as sociologists and as actors – to do the research.

The value of the paper, therefore, derives from its capacity to dispel common misunderstandings of Martin (2011), and to allow social researchers as well as social theorists, to make use of a coherent vocabulary for the development of social research, which otherwise would remain inaccessible to them.

The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ+), identifies different theoretical perspectives of human sexuality and sexual orientation, and discusses select LGBTQ+ theories and concepts in a historical context that library and information science (LIS) professionals should consider while performing their roles related to information creation–organization–management–dissemination–research processes. It helps better understand the scope of what is LGBTQ+ information and traces its interdisciplinary connections to reflect on its place within the LIS professions. The chapter discusses these implications with the expectation of the LIS professional to take concrete actions in changing the conditions that lack fairness, equality/equity, justice, and/or human rights for LGBTQ+ people via the use of information. Important considerations in this regard include the need for an integrative interdisciplinary LGBTQ+ information model, growth of a diversified LGBTQ+ knowledge base and experiences, holistic LGBTQ+ information representations, LGBTQ+ activism, and participatory engagement and inclusion of LGBTQ+ users.

Incentive‐based executive compensation is regarded as a mechanism for alleviating agency problems between executives and shareholders. Seventy‐three New Zealand (NZ) listed companies are used to examine the relationship between executive incentive compensation schemes (ICS) and firm performance. The results suggest that neither compensation level nor adoption of an ICS are significantly related to returns to shareholders or ROA. However, there is a statistically significant relationship between Tobin's q and both CEO compensation and executive share ownership. Further, the evidence suggests the recent compensation disclosure requirements in NZ are not yet stringent enough to allow adequate analysis of the link between ICSs and corporate performance.

A small-scale study was conducted to qualitatively explore the “lived experiences” of persons who remarried between the ages of 55 and 75. Improved life expectancy, high divorce rates, increased odds of being widowed over time, and the need for intimate relationships across the lifespan are some of the factors associated with a recent increase in remarriage rates of older adults. While demographic trends indicate that repartnering in the later years will likely become more common, little is known about remarriage in the “young-old” years.

The study included in-depth, semistructured interviews with 11 newlyweds (seven females, four males) who had remarried between the ages of 55 and 75. Word-for-word transcripts were qualitatively analyzed through a process of open coding and constant comparison to identify salient themes related to the original research question “What is the transition to remarriage experience like for adults aged 55–75?”

Five themes emerged from the analysis of participant interviews: positive orientation toward remarriage, practical/pragmatic view of the union, desire for companionship, recognition of others’ feelings, and willingness to adapt.

The findings were salient to a small group of “young-old,” white, middle-class males and females from the Midwest and are not meant to be generalizable. The results can serve as a basis for further research and understanding of romantic relationships and repartnering across the life course.

This study helps to fill the gap that exists in the current literature related to romantic relationships and remarriage in the “young-old” years of life.

With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who understand both the relevance of social studies content and the effectiveness of interdisciplinary teaching regularly incorporate applicable history-based children’s tradebooks in their curricula. Locating developmentally appropriate books is simple. Teaching history using children’s literature can be effective. It can be counterproductive, however, if the selected book is replete with historical misrepresentations. Teaching historical thinking in elementary school is problematic no matter what the teaching tool, and there are few methodological roadmaps for elementary teachers. Here, I first suggest ways for teachers to nurture elementary students’ historical thinking using anecdotes from everyday activities and literature with themes germane to history and multiculturalism. Then, I suggest ways for elementary educators to locate and develop engaging, age-appropriate, and historically accurate curricular supplements. Using literature on Christopher Columbus as a reference point to facilitate young students’ historical thinking, I propose an interdisciplinary approach, discipline-specific historical literacy strategies, and history-themed authentic assessments.

There has been substantial interest in US cesarean rates, which increased from 5% of deliveries in the 1970s to nearly one-third of births by the mid-2000s. Explanations typically emphasize individual risk factors (e.g., advanced maternal age, increased BMI, and greater desire for control over delivery) of women giving birth, or address institutional factors, such as the medicalization of childbirth and the culture of liability leading physicians to practice defensive medicine. We focus here on another non-medical explanation – childbirth education (CBE). CBE is an important, underexplored mechanism that can shape women’s expectations about labor and birth and potentially lead them to expect, or desire, a cesarean delivery as a normalized outcome. We analyze data from three waves (2002, 2006, 2013) of the Listening to Mothers national survey on US women’s childbearing experiences (n = 3,985). Using logistic regression analysis, we examined both mode of delivery (vaginal versus cesarean), and attitudes about future request for elective cesarean among both primiparous and multiparous women. Despite previous research suggesting that CBE increased the likelihood of vaginal delivery, we find that CBE attendance was not associated with likelihood of vaginal delivery among either primiparous or multiparous women. However, both primiparous and multiparous women who attended CBE classes were significantly more likely to say they would request a future, elective cesarean. Furthermore, these effects were in the opposite direction of effects for natural birth attitudes. Our findings suggest that contemporary CBE classes may be a form of “anticipatory socialization”, potentially priming women’s acceptance of medicalized childbirth.