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Rating tools for the built environment were designed to engage consumers and enhance sustainability and resilience. However, the intended outcomes of these rating systems appear to have limited implementation in the residential new housing market in Australia. The purpose of this paper is to investigate consumers’ motivations and experiences who have purchased houses that are situated in a sustainability-based certified development and will have been required to comply with mandatory dwelling certification.

The paper explores the awareness and perception of sustainability ratings and whether the motivations for purchasing in the sustainably certified development have heightened their awareness of sustainability and the resilience of new housing. This has been investigated through a pilot study of consumers who have purchased land in a certified estate and built a new home, through an online survey.

The findings reveal that the rating systems are at present not having the desired influence as first thought; that is, to inform consumers of the sustainability of a dwelling or property and to instigate trust of the environmental credentials of the property.

This illuminating case study of participants who have purchased a sustainable rated development demonstrates that regardless of their concern for environmental issues, consumers have both low awareness and trust in the ratings. Despite this, consumers do seek value from these credentials to the overall property.

This study aims to illustrate the disconnect in engagement between developers, builders and new home buyers in relation to sustainability certification and implementation.

This paper aims to investigate factors which may influence or bias judges’ decisions to exclude or admit the testimony of accounting expert witnesses, under the US judicial guidelines commonly known as the Daubert/Kuhmo standards. Accounting experts are increasingly providing expert testimony as a part of financial litigation support services.

Judges’ decisions, in which opposing council evoked a Daubert/Kuhmo challenge to the testimony provided by 130 professional accountants serving as expert witnesses, were analyzed. The period of study was 2010 through 2014. Based on prior research, three variables believed to potentially influence or bias judges to systematically exclude expert testimony were examined: gender, complexity and familiarity.

The results of binary logistic regression show that none of the variables has a significant relationship to the accounting expert witnesses’ probability of surviving a challenge to Daubert/Kuhmo standards. Findings suggest that judges are objective in evaluating the testimony provided by accounting experts under Daubert/Kuhmo guidelines and that they may be immune to biases based solely on gender, complexity and familiarity.

These results will be of interest to judges, lawyers and forensic accountants acting as expert witnesses.

A primary impetus of the modern hospice movement was the disparity, during the later 20th century, between the care provided to persons with illnesses considered “curable” and the treatment – or lack of it – accorded the incurably or terminally ill. In its transformation from a reform-oriented, interdisciplinary response to the needs of the dying to an integrated component of the American healthcare system, hospice care's original mission, target population, and modality of service delivery were all significantly altered in ways that generated new disparities in access to “death with dignity.” This chapter attempts to trace the political, economic, and institutional dimensions of this transformation as reflected in the experiences of one Northeastern hospice during a 6-month period in 2001. Using an analytic approach known as institutional ethnography (IE), the authors focus on the work of the Hospice's Interdisciplinary Group (IDG) to uncover the linkages between local problems in the delivery of hospice care and extra-local sites of power and constraint at the mezzo- and macrolevels of the American healthcare system. The significance of these linkages for patients, frontline workers, and other stakeholders are interpreted from several perspectives. Implications for change are discussed.

Considers the interaction between customer and provider in professional service encounters, where extended person‐to‐person discussions frequently take place. Describes an experiment in which subjects read and reacted to stories describing such encounters, which included three service variables – competency, outcome and courtesy. Reports on the emotional responses of the subjects, finding that courtesy was responsible for most of the variation in response. Discusses the managerial implications resulting from the study, notably the importance of courtesy in professional service encounters.

The purpose of this paper is to examine how school leaders use high-stakes teacher evaluation to improve and, if necessary, remove low-performing teachers in their schools. It explores how cognitive, relational and organizational factors play a role in shaping the way school leaders implement teacher evaluation.

Using a database of in-depth interviews with 17 principals and assistant principals, this study uses cross-case comparisons to examine one district’s efforts to improve the performance of low-performing teachers through evaluation.

School leaders’ framing of teacher performance and their efforts to improve instruction reveal the cognitive, relational and organizational aspects of working with low-performing teachers and, if necessary, pursuing removal. Notably, this study found that cognitive and relational factors were important in school leaders’ teacher improvement efforts, but organizational factors were most salient when attempting to remove teachers.

Because evaluating and developing teachers has become such an important aspect of school leaders’ day to day work, this study suggests that school leaders could benefit from more assistance from district personnel and that preparation programs should build in opportunities for aspiring leaders to learn more about their role as evaluators.

The success or failure of teacher evaluation systems largely hinges on school leaders, yet there is scant research on how school leaders make decisions to develop and remove low-performing teachers. This study sheds light on the central role school leaders play in implementing high-stakes teacher evaluation.

There has come into my hands a copy of Annual Reports for Public Libraries, one of a series of Occasional Papers issued by the University of Illinois Library School. It is the work of Madeline S. Riffey, and runs to 23 pages of typescript. I commend it to the serious attention of librarians. The theory and technique of annual reports is a subject which has been rather neglected in our professional literature. So far as I know, no substantial contribution to the subject has appeared in this country. Which is odd. It cannot be that such an undertaking would be supererogatory. For it is too much to assume that the singular collocation of talents necessary to produce a good report is innate in librarians. Or is it? I am open to correction. It is possible that, by some librarians, an annual report can be thrown off with the creative abandon of a Rilke, who produced 29 of his Sonnets to Orpheus in three days. To this sort of person, the task is no doubt a routine matter. He arrives at the office at 9 a.m., or whatever time librarians do arrive, puts hat and umbrella into storage, walks round carpet to get acclimatised, glances at memo pad, remarks in surprise “Ah Yes! Annual Report. Must knock it off today,” presses buzzer (if he is Mr. Hunt he presses six), and waits with the grey matter seething like the exygemes in yeast.

The purpose of this paper is to provide a dialectical framework for the examination of performance management in schools.

The paper is based upon a qualitative study of ten headteachers that involved in-depth semi-structured interviews.

The findings identified four dialectical tensions that underpin performance management in schools: the responsibility to teachers and the responsibility to pupils; external accountability and professional autonomy; discipline of teachers and support of teachers; fixed processes and improvisational practices.

This paper provides a means of examining the performance management of teachers from an alternative perspective, one that embraces tensions and contradictions and gives headteachers a richer understanding of how teachers are evaluated and judged.

This paper moves beyond the traditional perspective of performance management in schools as a means of subjugation and control and offers an original dialectical framework within which to examine the phenomenon.

In this chapter, the authors adopt a macrofoundations perspective to explore punishment within institutional theory. Institutional theorists have long focused on a single type of punishment – retribution – including the use of sanctions, fines, and incarceration to maintain conformity. The authors expand the types of punishment that work to uphold institutions, organized by visible and hidden, and formal and informal characteristics. The four types of punishment include (1) punishment-as-retribution; (2) punishment-as-charivari; (3) punishment-as-rehabilitation; and (4) punishment-as-vigilantism. The authors develop important connections between punishment-as-charivari, which relies on shaming efforts, and burgeoning interest in organizational stigma and social evaluations. The authors also point to informal types of punishment, including punishment-as-vigilantism, to expand the variety of actors that punish wrongdoing, including actors without the legal authority to do so. Finally, the authors detail a number of questions for each type of punishment as a means to generate a future research agenda.

This paper considers an undergraduate student's coming to, and use of, an ethnographic approach as a particularly appropriate way in which to investigate aspects of life in a British hospital school. Such schools occupy a liminal position with regard to education policy and provision. There is a paucity of research on hospital schools and particularly of the experiences and perceptions of teachers who work in them. This lack of research has implications for policy development. The paper therefore offers some rare insights into one of these schools. It also gives insights into how ethnography can challenge taken for granted assumptions.

An ethnographic participant observer approach was adopted.

This paper gives insights into how ethnography can challenge researchers' taken for granted assumptions as well as offering illustration of some aspects of life in schools.

Although there is an extensive literature on uses of ethnography, this approach has rarely been applied to hospital schools. The paper makes a small step towards addressing this lack.