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The purpose of this study is to test a model where human resource inputs (e.g. motivation, employee skill) and human resource processes/practices (e.g. training and development; profit sharing) are hypothesized to contribute uniquely and positively to organizational outputs, i.e. job performance and firm performance.

The cross‐sectional study consisted of 350 business professionals (91 percent managers; 9 percent consultants) from a midwestern US professional organization who took a battery of survey measures via the internet.

After statistically controlling for the background variables (organizational type, size and status), the hierarchical regression analyses demonstrated that both the human resource inputs and process/practice variables explained statistically significant variance in each of the nine regression models. The effect size in each model was medium to large.

The findings illustrate the considerable utility of researchers and managers examining the entire human resource system of an organization when searching for productive leverage points to improve organizational outputs like job and firm performance. The results suggest that human resource managers can have a positive influence on firm performance through implementing and supporting organizational policies and procedures that serve to positively motivate workers (e.g. reasonable incentive compensation and rewards, fair grievance procedures, and performance management), and learning and development activities that stimulate optimal task and contextual job performance.

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

Cyber-enabled crimes are on the increase, and law enforcement has had to expand many of their detecting activities into the digital domain. As such, the field of digital forensics has become far more sophisticated over the years and is now able to uncover even more evidence that can be used to support prosecution of cyber criminals in a court of law. Governments, too, have embraced the ability to track suspicious individuals in the online world. Forensics investigators are driven to gather data exhaustively, being under pressure to provide law enforcement with sufficient evidence to secure a conviction.

Yet, there are concerns about the ethics and justice of untrammeled investigations on a number of levels. On an organizational level, unconstrained investigations could interfere with, and damage, the organization's right to control the disclosure of their intellectual capital. On an individual level, those being investigated could easily have their legal privacy rights violated by forensics investigations. On a societal level, there might be a sense of injustice at the perceived inequality of current practice in this domain.

This paper argues the need for a practical, ethically grounded approach to digital forensic investigations, one that acknowledges and respects the privacy rights of individuals and the intellectual capital disclosure rights of organizations, as well as acknowledging the needs of law enforcement. The paper derives a set of ethical guidelines, and then maps these onto a forensics investigation framework. The framework to expert review in two stages is subjected, refining the framework after each stage. The paper concludes by proposing the refined ethically grounded digital forensics investigation framework. The treatise is primarily UK based, but the concepts presented here have international relevance and applicability.

In this paper, the lens of justice theory is used to explore the tension that exists between the needs of digital forensic investigations into cybercrimes on the one hand, and, on the other, individuals' rights to privacy and organizations' rights to control intellectual capital disclosure.

The investigation revealed a potential inequality between the practices of digital forensics investigators and the rights of other stakeholders. That being so, the need for a more ethically informed approach to digital forensics investigations, as a remedy, is highlighted and a framework proposed to provide this.

The proposed ethically informed framework for guiding digital forensics investigations suggests a way of re-establishing the equality of the stakeholders in this arena, and ensuring that the potential for a sense of injustice is reduced.

Justice theory is used to highlight the difficulties in squaring the circle between the rights and expectations of all stakeholders in the digital forensics arena. The outcome is the forensics investigation guideline, PRECEpt: Privacy-Respecting EthiCal framEwork, which provides the basis for a re-aligning of the balance between the requirements and expectations of digital forensic investigators on the one hand, and individual and organizational expectations and rights, on the other.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Given the backdrop of a global influx of refugees and high numbers of youth under the age of 18 among counts of forcibly displaced persons, this chapter examines the literature on educational experiences among resettled refugees in Western countries. Young refugees typically face a complex set of unique challenges and adversities including disruptions in their schooling, displacement, exposure to potentially traumatic events, and resettlement stressors. Youth and parent interactions with schools are influenced by linguistic and cultural differences, which can make it difficult to communicate and advocate for young refugees' educational needs. The chapter provides a review of educational literature on resettled refugee youth. We use a socioecological framework and offer a protective and promotive lens, including psychosocial issues, to consider for school-based prevention and intervention programs. The chapter builds upon Pastoor (2015), who advocated a holistic approach with refugee students in school-based settings.

Given the global surge toward the decolonization of curriculum and greater educational equity during the past year, this study helps us to understand the forces and factors that support or inhibit greater equitable access to quality education for all children. In this chapter, the authors analyze and compare a myriad of challenges experienced by the United States and South Africa as they attempt to move beyond a history of racial segregation and apartheid to more equitable access to quality education for all learners. The chapter begins with a brief historical synopsis of each country’s attempts to move beyond years of entrenched racial segregation and/or apartheid governance to greater life chances for all individuals. This discussion includes the role and negative impact of race, ethnicity, geography, language, and/or socio-economic status on enhanced access to equitable education for all. A review of key theoretical perspectives follows and will help to explain how such inequities have survived, as well as how they might be transformed into agents for positive social change. The chapter concludes by suggesting a “way forward” derived from positive historical examples of exceptionally high quality education experienced by some learners, even during difficult periods of racial segregation.

Effective internal dynamics of new venture teams is seen as a key contributor to venture success. The purpose of this paper is to investigate the ways in which new venture teams consisting of nascent entrepreneurs initiate trust and control during venture emergence.

Dimensions of trust and control are developed into an analytical framework applied to documented team norms. Coding detects frequency of trust and control dimensions. Supplementary data triangulate findings and explore follow-on effects in team dynamics and venture emergence.

Frequency of coded dimensions generates a venture team profile. Teams prime their dynamics through use of trust and/or control language in documented norms. Priming is seen to influence entrepreneurial perseverance during venture emergence, stemming either directly from team dynamics, or indirectly from key shareholder relationships or environmental conditions.

Data are bounded to a specific contextual setting representing incubation and education, where the nascent entrepreneurs are simultaneously students. The complexity of venture emergence means that multiple factors influencing new venture teams may influence trust and control in ways currently unaccounted for.

Exploration of trust and control during venture emergence emphasizes soft-skills critical to entrepreneurial perseverance and venture success. Team norms can be designed to prime toward trust or control, and can be indicative of teams’ sensitivity to external factors, enabling evidence for intervention.

The paper illustrates ways in which trust and control influence team dynamics during venture emergence.

Drawing from representative bureaucracy theory, hiring minority police officers has been a perpetual reform recommendation for improving tense police-community relationships with minority communities since the 1960s. The expectation is that minority officers will provide active/symbolic representation, but little is known about minority officers' experiences during racially tense situations. This paper examines whether black officers experienced double marginality in the context of prolonged protests against police in Ferguson, MO in 2014 and compares black vs. nonblack officers' self-assessments about their preparedness to handle the crisis, procedural justice during the crisis and mental and emotional effects on officers following protest policing.

In-depth interviews with 45 police personnel who policed the Ferguson protests provide a rich description of the context and experiences through the lens of police officers. Surveys of 218 officers who conducted protest policing in Ferguson are used to compare the impact on black vs. non-black officers.

The results provide a detailed portrayal of the double marginality experienced by black officers while policing the Ferguson protests, but also demonstrate that black officers were resilient to the effects of that experience, showing significantly more favorable outcomes than their nonblack peers.

This is the only study to utilize a mixed methods approach with police officers who conducted protest policing to understand officers' experiences in the midst of a racially inflamed context. The findings provide support for policymakers interested in advocating and supporting hiring more minorities in policing.