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Change of various forms has been a major issue for every industry but perhaps none more so than the New Zealand apple industry over the past decade. Growers have seen major changes in not only daily issues such as packing requirements, spraying regimes, quality standards and technological improvements, but they have also had to adjust to corporatisation of their previously cooperative industry. This has been accompanied by a change of focus over the years from a production to an increasingly market orientation and is followed by the most recent development of deregulation of the industry. Much of this has come at, or perhaps been prompted by, a time of prolonged difficulty for the industry, particularly in the Nelson area. During the 1990s, growers have faced two or three years of hail damage and low prices on world markets, widely attributed to oversupply. The nature of the industry is changing and this has impacted on growers in a number of ways. This article examines some of the changes and relationships in the industry over the years from a grower perspective. It looks at current patterns, which are evident, including an apparent trend for smaller growers to exit the industry. It also briefly discusses possible outcomes for the future.

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive.

Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time.

The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.

The purpose of this paper is to provide a literature review of investigations into the specific disability of deafness in the field of sociology and other closely related fields.

After a pilot search using databases appropriate to social science research, we developed key search terms and, using an inductive approach, we identified major themes in the literature.

Our review shows that deafness has been investigated for a long time in sociology and other related fields, that there is a wide range of themes in scholarly work on the experiences of deaf communities and deaf people, and that conceptualizations of deafness and d/Deaf communities have changed over time. We organize this paper around six major themes we identified, and a few highlighted pieces of scholarship illustrate these themes along the way. We particularly focus on scholarship from the late 1960s through the early 1990s as emblematic of seismic shifts in studying deafness, although we do highlight little known nineteenth century work as well.

This paper captures the legacy of this past scholarship and reveals that deafness is a rich site of inquiry that can contribute to the field of sociology. It is also a valuable resource for any future sociological research into deafness, deaf people, and deaf communities. We conclude with a discussion of our findings, commentary on the extent to which previous scholarship on the sociology of deafness has or has not figured into current scholarship and suggestions for future research.

To examine the post 9/11 communication of the bond‐trading firm, Cantor Fitzgerald and its CEO Howard Lutnick, according to the discourse of renewal framework.

This case‐study of the discourse of renewal draws upon the messages and statements made by the company and its employees following the 9/11 attacks. The discourse of renewal framework emphasizes provisional responses, prospective statements, and the role of the leader as a symbol of stability in the face of a crisis.

This study provides support for viewing crisis as change‐inducing events with the potential to fundamentally alter the form, structure and direction of an organization. Renewal discourse helped the company survive an attack where over 600 employees were killed and the company offices completely destroyed. While a crisis inevitably create severe harm, it also has the potential to serve as a renewing force for the organization.

Few examples of post‐crisis discourse of renewal have been examined in the literature and more research is needed. Work needs to identify the conditions necessary for this kind of discourse.

Organizations may have the opportunity to fundamentally reframe a crisis, focusing on the opportunities that arise from these events.

This paper explores both organizational crisis and organizational discourse from unique positions. Discourse is positioned as the means whereby crisis can become a positive force for change

Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services. However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change. The paper aims to discuss these issues.

In this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools. The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students.

In total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students. School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting. Students were assessed for symptom improvement. The school professionals showed increased confidence in, utilization of, and attitudes toward CBT. Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group.

These findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT.

This paper aims to examine the destabilization effect in the case of India’s agricultural commodity market for the sample period of 01 January 2009 to 31 May 2013.

The daily data of eight agricultural commodities traded on the National Commodity & Derivatives Exchange, viz., barley, castor seed, chana (chickpea), chilli, potato, pepper, refined soya and soybean, have been used in this study. At the first stage of the empirical analysis, the study estimates the time-varying spot market volatility by using the exponential generalized autoregressive conditional heteroscedasticity model and applies three different high and band-pass filters, viz., the two-sided linear band-pass filter by Hodrick and Prescott (1997), the fixed-length symmetric band-pass filter by Baxter and King (1999) and the asymmetric band-pass filter by Christiano and Fitzgerald (2003), to calculate the unexpected liquidity of sample commodities. At the second stage of the empirical analysis, the study applies linear Granger causality and recently developed non-linear causality given by Diks and Panchenko (2006) to examine the cause and effect between time-varying volatility of spot market and futures market liquidity of sample commodities.

The linear and non-linear causality results suggest the destabilizing effect of commodity futures on the underlying spot market for chana, chilli and pepper. The empirical findings are in contrast with the recommendations of Abhijit Sen’s committee and provide important direction for further policy research.

The study has a limitation in that it is based on the daily data. The use of intra-day data would have been more suitable for such type of analysis.

The study has strong policy implications from a financial policy perspective, as there is already disagreement among researchers and policy makers with regard to the functioning of commodity derivatives markets in India. There have been many occasions when commodity market regulators have to undertake decisions of suspension of trading of many commodities. The study also provides new directions of policy research with regards to the restructuring of the commodity derivatives market in India.

The findings of this study may further help the regulators and policy makers to undertake decisions about how to provide an alternative platform for farmers to sell their agricultural produce more efficiently. This will certainly have some impact on the socioeconomic set-up of the country, as India is primarily an agriculture-dominated country.

So far not many studies have investigated the destabilization hypothesis in the case of emerging markets. This study is a novel attempt to fill the gap. In the case of emerging markets and especially in the case of India’s commodity derivatives market, this is the first study that examines the destabilization hypothesis in the case of India by applying new methods of high and band-pass filters and non-linear causality.

We sought to identify codes and themes in the mission statements of Kentucky's school districts and examine the relationship between district characteristics and the mission statements.

We undertook a mixed methods design, specifically, a sequential transformative strategy with a theoretical lens overlaying the sequential procedures and guiding the analysis.

Analysis revealed a range of 1–7 codes per mission statement and a mean of 3.05. Generic student success and individual attention represented the most frequently occurring codes in the mission statements. Chi-square tests of bivariate association yielded no significant differences between districts by locale. Logistic regression analysis revealed that the percentage of students in the district scoring proficient or distinguished in both reading and mathematics was associated significantly (p < 0.05) with the theme of student support.

Although we cannot establish causation between mission statements content and student outcomes or vice-versa, district mission statement remain a visible and public expression of why an organization exists that should guide actions and decision-making, whether instructional, financial or otherwise.

Our study revealed shared institutional language within mission statements across Kentucky's school district, largely without regard to local context. Our analysis suggests that federal and state policy makers are influencing mission statements more so than those at the local level.

Our analysis provides further evidence that suggests that federal and state policy makers are influencing mission statements more so than those at the local level.

This article first reviews the status of expatriate training and the need to evaluate the transfer of this training to expatriate managers on‐the‐job in a foreign culture. A multisource or 360‐degree feedback system is proposed as both a way to evaluate expatriate cultural training at the behavioral and performance levels, as well as a way to develop expatriates to make them more effective once in the local culture. A proposed expatriate management effectiveness questionnaire (EMEQ) is described in terms of its theoretical foundation and specific scales, and how it could be used in a multisource feedback program for the effective development of expatriate managers.

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887.

Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences.

The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her.

The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.