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To date, only two counties in the United States have filed for bankruptcy protection: Orange County, California (1994) and Greene County, Alabama (1996). This case study pertains only to Greene County. Although economic decline due to a loss of gaming revenues was involved, financial mismanagement was the primary causal factor for Greene County’s fiscal stress. This research chronicles an impoverished rural Alabama county whose legislative and administrative decisions resulted in its fiscal stress and municipal bankruptcy. The Greene County bankruptcy case was closed in 1999 and the County continues to operate under a fiscal recovery plan. However, the County has yet to comply with the miscellaneous provisions of the bankruptcy plan that could improve the financial management of the County.

This paper aims to examine the views of physicians in senior management positions regarding the distinctive characteristics and roles of leaders in the Israeli health-care system and what might be the interactions between management and leadership.

In total, 13 semi-structured in-depth interviews were conducted with physicians in senior management positions. Interviews were recorded, transcribed and analyzed using the qualitative-phenomenological method.

Interviewees discerned leaders as exhibiting traits of transformational leadership and managers, as expressing characteristics of transactional leadership. Most interviewees asserted that physicians should act as social leaders promoting public health and equality in health care, beyond their clinical practice. They agreed that physicians should fill most senior positions in the health-care system, provided they undergo appropriate training in management, leadership and interdisciplinary collaboration.

Interviewees revealed gaps between the aspiration to lead, perceptions of physicians as leaders and what occurs in reality: physicians wish to assume leadership roles in the health-care system and emphasize the qualities of transformative leadership, but medical education does not include leadership training. Therefore, there is a need to develop training programs for physicians in management and leadership. There is also a need to integrate physicians from various communities to promote local leadership in the health-care field and to reduce disparities. The consideration of health-care leadership is especially applicable in the context of the Covid-19 pandemic, which has placed the question of leadership within and outside of the medical community in a broader social context.

This paper investigates gender disparity in investment decisions within the popular American TV show Shark Tank.

The research uses a comprehensive dataset of 925 pitches from 14 seasons and 316 episodes, covering August 2009 to May 2023.

Contrary to previous studies, the findings indicate that female entrepreneurs do n'ot face discrimination in terms of their pitching success rates, regardless of their industry affiliation. However, the authors did observe that female entrepreneurs tend to receive lower valuations, both self-assessed and in final deals. This suggests a self-imposed gender gap in venture capital and angel investing, likely stemming from lower entrepreneurial aspirations among women.

To tackle this issue, the authors propose promoting female venture capital by increasing the representation of female entrepreneurs and business angels on Shark Tank. Such role models can inspire aspiring women in these fields. Additionally, the authors believe that mixed-gender founder teams, comprising both men and women, can play a significant role in developing promising startups with viable business models.

This paper aims to introduce knowledge discrimination to consumer research. It also examines the antecedent effects of objective knowledge and confidence in knowledge on consumer knowledge discrimination. Research in psychology has sought to distinguish between calibration and discrimination, two related skills in probabilistic judgments. Though consumer research has sought to examine knowledge calibration, the construct of knowledge discrimination has not attracted any attention.

The paper reports on three studies which use a cross-sectional design using a structured questionnaire. The hypotheses are tested using regression. In addition, the paper also reports the results of an experimental study.

The paper finds that the objective knowledge has a positive effect on discrimination. But confidence in knowledge does not have a consistent effect on discrimination. The paper also finds that feedback improves discrimination.

The study adds a new dimension to the examination of metaknowledge and metacognitions in the consumer domain.

The study suggests some ways in which companies/government agencies can improve consumer knowledge discrimination.

Knowledge discrimination is expected to reduce consumer vulnerability and enhance consumer competence.

This is the first study to examine knowledge discrimination in the consumer domain. Prior research has observed that there could be a trade-off between calibration and discrimination. Hence, the study of knowledge discrimination can inform the study of knowledge calibration.

In the context of increasing interdisciplinarity in academia and professional practice, the purpose of this paper is to focus on the contribution of information science (IS) to education and practice in social work (SW), specifically in the area of disabilities at the workplace. As a case in point, a work environment of academia and faculty members with disabilities and their managers are chosen. The paper also stands to improve interdisciplinary understanding between IS and SW.

Combining SW and IS perspectives and building off selective exposure, cognitive dissonance and uncertainty management theories, the paper looks at one of the root-causes of continuous workplace discrimination against and bullying of people with disabilities – information avoidance (IA).

The paper conceptualises discrimination and bullying as an inherently information problem, for which an SW solution could be proposed. Two types of information are noted to be avoided: information about disabilities and information about the effect of discrimination and bullying on employees with disabilities. The paper distinguishes between defensive and deliberate IA, each of which poses different challenges for social workers who are likely to intervene in the cases of bullying and discrimination in their capacity as workplace counsellors and advisors.

It is the first known paper that explores the intellectual and practice-based synergy between SW and IS in application to change-related interventions and preventative plans that counteract discrimination against people with disabilities at the workplace. It proposes creative solutions for intervention, including bibliotherapy. It also opens up a broader conversation on how critical the knowledge of IS is for social workers.

This paper questions whether a decision making approach based on rational processes is appropriate considering recent developments in decision theory. The paper begins by comparing the behaviour of managerial decision makers with the expected behaviour of newly empowered employees in TQM programs. Whereas the complexity and diversity of managerial decision making is well recognised, training programs for newly empowered employees emphasise the objective use of data and rational decision strategies within a team context. This paper suggests other decision making strategies should also be included in training programs and reviews the research basis for this. The conclusion is that training for individuals which is limited to the normative models advocated within TQM ignores evidence which suggests that other decision strategies can be just as effective and that these may need to be addressed. Indeed, training in rational models may encourage newly empowered employees to discontinue their present adaptive behaviour.

The present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.

The study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.

The research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.

The paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.

This viewpoint article looks at several approaches to peer review that become detrimental to the scholarly process and disadvantage diverse voices in the scholarly conversation.

As a viewpoint article, the piece relies on published research and the author's personal experience as an author and a journal editor.

The article focuses on the manuscript structure; manuscript length expectations; and several immediately obvious effects of the COVID-19 pandemic on the scholarly communication process.

The article addresses the aforementioned aspects of peer review with a goal of contemplating their cumulative impact on the state of diversity in scholarly communication and suggests possible ways of rethinking the situation.

Addressed to the audience of LIS educators at all levels, from full-time and adjunct faculty teaching in LIS programs, to librarians and library consultants delivering professional development training, to practitioners who work with readers in all types of libraries, this article makes a case for replacing the term “readers' advisory” with the term “Reading Experience (RE) librarianship” as a designator of the current professional practice.

Using historical and discursive analysis based on the extensive literature review, this article argues that a number of factors call for the change in terminology: changes in the human factor (i.e., changes in readers and reading behavior; and changes in relationships between readers and librarians) and changes in the library environment (the rise of “experience” in libraries; a greater commitment to outreach and community engagement; and the fact that librarians are already practicing RE librarianship without recognizing it as such). It also examines the role of LIS educators in fostering and supporting RE librarianship.

On the one hand, the new terminology will be more reflective of the work that reader service librarians currently do, thus doing justice to a wide range of activities and expanded roles of librarians; on the other hand, it will serve as an imperative and a motivator to further transform reader services from in-house interactions with and programs for avid readers into a true community engagement, with much broader goals, scope and reach.

The article stands to coin a new professional term for the transformed library practice, thus recording a radical change in longstanding professional activities and encouraging new community-oriented thinking about the expanded role of librarians in promoting reading in diverse social environments.

This study was carried out in 2013 and aims to define the professional self-efficacy of preschool teachers (PTSE); define preschool teachers' perception of preschool excellence (PTPPE); and investigate the relationship between the two.

Scales for PTPSE and PTPPE were developed especially for this study. Preschool teachers (N = 202) participated during the 2013 school year. Structural equation modelling was performed to test the fit between the research model and the obtained data.

PTPSE scale (a = 0.91) comprised three subscales: pedagogy (a = 0.84), organisation (a = 0.85) and staff (a = 0.72). The PTPPE scale (a = 0.92) is also composed of three subscales: organisation and pedagogy (a = 0.88), staff (a = 0.84) and parents (a = 0.83). The goodness of fit measures were RMSEA = 0.045, CFI = 0.97, NFI = 0.89, df = 173, χ² = 242.94, p = 0.000, showing GFI = 1.4 (<3) as a good fit.

As the sample was relatively small, the results need to be replicated with larger samples. Therefore, the conclusions of this study are only partially applicable. Another limitation is that both the PTPSES and PTPPE were tested only in Israel and not in other environments.

Understanding self-efficacy of preschool teachers, preschool excellence and the relations between them could assist policymakers with decisions concerning continuing professional development (in service training) of preschool teachers.

Little is known about perceived self-efficacy of preschool teachers, their perception of preschool excellence or the relations between the two.