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Risk‐adjustment is designed to predict healthcare costs to align capitated payments with an individual's expected healthcare costs. This can have the consequence of reducing overpayments and incentives to under treat or reject high cost individuals. This paper seeks to review recent studies presenting risk‐adjustment models.

This paper presents a brief discussion of two commonly reported statistics used for evaluating the accuracy of risk adjustment models and concludes with recommendations for increasing the predictive accuracy and usefulness of risk‐adjustment models in the context of predicting future healthcare costs.

Over the last decade, many advances in risk‐adjustment methodology have been made. There has been a focus on the part of researchers to transition away from including only demographic data in their risk‐adjustment models to incorporating patient data that are more predictive of healthcare costs. This transition has resulted in more accurate risk‐adjustment models and models that can better identify high cost patients with chronic medical conditions.

The paper shows that the transition has resulted in more accurate risk‐adjustment models and models that can better identify high cost patients with chronic medical conditions.

The purpose of this paper is to assess whether a gap exists in student perceptions of sexual harassment in the workplace as compared to the realities. Over 20 years following the enactment of the Civil Rights Act of 1964, the US Supreme Court recognized sexual harassment as a cause of action under Title VII. However, despite the developing law and public awareness of the same, sexual harassment persists in today's workplace, and its presence and effects continue to be underestimated by relevant stakeholders, including university students.

College students (n = 1,373) provide perceptions on sexual harassment of self, sexual harassment of others, potential career impact of sexual harassment on self, and demographic information. Descriptive statistics are used to evaluate research questions, while t‐tests determine if differences exist by race and/or gender.

The paper's findings suggest that the majority of respondents believe sexual harassment is not a serious risk in the modern workplace, especially in relation to its impact on their own careers.

College students (and potentially members of the workforce) need ongoing training and education in order to minimize discrimination or harassment. This misalignment between perception and reality poses the risk of negative consequences to both business organizations as well as to individual employees and raises the issue of how education may be used to minimize these consequences.

This paper provides college students with a definition of sexual harassment, then inquires as to whether or not they believe it happens (to them or others), and if so, would it affect their careers. The findings suggest the rose colored lenses may adversely impact their ability to see realities of the workplace.

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

Corporate social responsibility (CSR) has been consistently discussed by the retail companies as a key factor of their strategic plan. The widely divided literature on the link between CSR and financial performance has distracted the researchers to focus on the important variables of CSR, that is donations, community work and environmental performance. This chapter provides a reflection on why retail companies make these variables of CSR as the integral part of their core strategy and pinpoint the underlying benefits of adopting these variables. In the CSR disclosures, donations, community work and environmental performance are highly focused by the retail companies. Thus this chapter paves the way for the discussion for the highly significant variables of CSR in the retail industry. The chapter not only presents a framework on which future studies can be based but also improves the understanding of the concept that why donations, community work and environmental performance are important for the retail industry in the United Kingdom. The retail companies and the policy makers at the global or local level develop effective and relevant strategies by drawing on the multiple aspects of CSR. Despite having an extensive body of knowledge about CSR, there is however little known about the importance of community work, donations and environmental performance in relation to the UK retail industry.

Our Dublin correspondent telegraphed last night:

Most issue management practitioners and scholars accept that issue management has progressed substantially over 25 years, from primarily a reactive crisis prevention tool to a maturing strategic management discipline. But the terminology used within issue management to define the different management positions has not kept pace with that evolution. In fact some of the language used heavily influences responses to issues and limits the apparent framework of choice. This paper reviews some past efforts to develop appropriate terminology and proposes an alternative lexicon.

This paper seeks to provide a systematic understanding of the controversy surrounding commerce in US schools.

The paper surveys the history, research and policies related to commerce in schooling (1890‐2005) within the USA. The literature is organized according to four emergent US perspectives – protectionist, celebrant, cultural critic, and educated consumer.

The review finds that dominant US assumptions of commercial media subscribe to a stimulus‐response model of learning, rather than an active model of young people as constructing their own experiences with commercial media. Much of the research and many of the policies about commercial media in schools reflect adult assumptions about how young people learn, rather than provide empirical research about how young people actually interact with commercial texts while in school. The paper questions an excessive emphasis on the texts and technologies of instruction and calls for more empirical research that is grounded in theories of social constructivism, symbolic interactionism, and media education.

The four dominant media perspectives generated through this review of literature are limited to the USA.

A useful review of literature and schema to inform the understanding of educators, policy makers, and researchers as to the dominant US perspectives about commercial media and the education of young people. The schema can be used as a springboard for research and inquiry into the perspectives and policies of commercial practices and education in other countries.

This paper contextualizes nearly a century of research on commercial media and the education of youth in the USA, and provides a historical and theoretical context for researching education, technology and commerce in the USA and other countries.