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School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.

The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey.

Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends.

The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

In beginning its work at the end of the 1950s, the Aslib Research and Development Department inevitably faced the task of identifying the most significant problems for investigation, at the same time having the need to establish appropriate experimental techniques. Most of the projects undertaken since that time have dealt with current problems, and to an extent the advent of new technologies and techniques to the information world (mechanization in the 'sixties, management studies in the early 'seventies, on‐line working and publication problems in more recent years) is reflected in the work reported below. What follows is a complete bibliography of publications by members of the Department from its formation up to the end of 1977.

With the increasing popularity of computer simulation models as tools for environmental management and assessment, there is often a need to consider how well the output from such models represent reality. Statisticians evaluate the basic assumptions of least‐squares regression models by either computing statistics from or graphically evaluating residuals (observed minus predicted values). Even though there are usually a priori assumptions about residuals from simulation models we have found that their graphical or statistical evaluation can suggest model deficiencies. In this paper residuals from three simulation models were examined with the objective of suggesting limitations or desirable changes. The ability of simulation models to mimic observed data were used to provide support for visual appraisals.

In recent years, a wide range of psychosocial health interventions have been implemented among military service members and their families. However, there are questions over the evaluative rigor of these interventions. We conducted a systematic review of this literature, rating each relevant study (k = 111) on five evaluative rigor scales (type of control group, approach to participant assignment, outcome quality, number of measurement time points, and follow-up distality). The most frequently coded values on three of the five scales (control group type, participant assignment, and follow-up distality) were those indicating the lowest level of operationally defined rigor. Logistic regression results indicate that the evaluative rigor of intervention studies has largely remained consistent over time, with exceptions indicating that rigor has decreased. Analyses among seven military sub-populations indicate that interventions conducted among soldiers completing basic training, soldiers returning from combat deployment, and combat veterans have had, on average, the greatest evaluative rigor. However, variability in mean scores across evaluative rigor scales within sub-populations highlights the unique methodological hurdles common to different military settings. Recommendations for better standardizing the intervention evaluation process are discussed.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Among the prominent economic trends in recent decades is the exponential increase in flows of goods and capital driven by technological progress and falling of restrictions. A key driver of this phenomenon has been the cross-border production, foreign investment, and trade both final and intermediate goods by multinational corporations. Research has sought to understand how foreign direct investment (FDI) affects host economies. This paper reviews the main theories and empirical evidence of two streams of literature: the mechanisms by which multinational activity might create positive effects and externalities to countries and the role of complementary local conditions, also known as “absorptive capacities,” that allow a country to reap the benefits of FDI paying particular attention to the role of factor markets, reallocation effects, and the linkages generated between foreign and domestic firms. The survey focuses mainly on work related to developing countries.

We review the state of the literature concerning work–family conflict in the military, focusing on service members’ parenting roles and overall family and child well-being. This includes recognition that for many women service members, parenting considerations often arise long before a child is born, thereby further complicating work–family conflict considerations in regard to gender-specific conflict factors such as pregnancy, childbirth, postpartum, and breastfeeding. Subsequently, we consider more gender-invariant conflict factors, such as the nature of the work itself as causing conflict for the service member as parent (e.g., nontraditional hours, long separations, and child care challenges) as well as for the child (e.g., irregular contact with parent, fear for parent’s safety, and frequent relocations), and the ramifications of such conflict on service member and child well-being. Finally, we review formalized support resources that are in place to mitigate negative effects of such conflict, and make recommendations to facilitate progress in research and practice moving forward.