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1 – 10 of 522María Reina Santiago-Rosario and Kent McIntosh
Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and…
Abstract
Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and use data to identify situations in which discipline decisions show the greatest disparities for underserved students (e.g., Black, Latinx, Indigenous, students with disabilities). Following a three-step process educators (1) work to identify situations and/or personal states conducive to biased decision-making, (2) develop self-management routines to be used in real time when facing those moments, and (3) teach these strategies to students. By engaging in this work, educators learn to become self-aware of moments when decisions are likely influenced by personal biases known as vulnerable decision points (VDPs). VDP identification helps educators identify actions that may not align with personal values (developing educator self-awareness). Once aware of VDP characteristics, educators can map a neutralizing routine or self-management strategies that slow down decision-making and automatic responses during VDPs. This chapter describes a school-wide approach used to support educators with identification of VDPs, the development of neutralizing routines for themselves, and then teaching these strategies to students.
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Maria Alejandra Gonzalez-Perez and Liam Leonard
This chapter examines roles and challenges for corporations in addressing Post 2015 world development objectives. Specifically it does review the contributions and opportunities…
Abstract
Purpose
This chapter examines roles and challenges for corporations in addressing Post 2015 world development objectives. Specifically it does review the contributions and opportunities of the principles of the Global Compact and other social responsibility initiatives for embedding corporate contribution to sustainable markets and societal development.
Methodology/approach
The results presented in this chapter are based on analysis of secondary sources and a literature review to determine conceptual and theoretical frameworks for identifying assumptions and challenges of corporate sustainability in the Post 2015 era.
Findings
It was found that although there are neither academic nor activist definitive consensuses regarding positive impacts of adopting the UN Global Compact principles for sustainability, the impacts of committed corporations, organisations and association are multiplying societal understanding of the implications in societies, governments and markets of violating human and labour rights, degrading and not protecting the environment, and having corruption.
Practical implications
This chapter could be used as teaching material for undergraduate and master courses of corporate social responsibility, business ethics, sustainability, operations management and strategy.
Originality/value
This chapter discusses firms’ responsibilities regarding world development objectives in a Post 2015 world.
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To perform a detailed analysis of the inherent complexities in achieving the 9th Sustainable Development Goal (SDG), it is necessary to understand the procedures used by member…
Abstract
To perform a detailed analysis of the inherent complexities in achieving the 9th Sustainable Development Goal (SDG), it is necessary to understand the procedures used by member states delegations to follow-up and review the progress made in implementing the SDGs and targets as mandated in the A/RES/70/1 Resolution adopted by the General Assembly on September 25, 2015 (U.N. General Assembly, 2015); best known worldwide as ‘Transforming our world: the 2030 Agenda for Sustainable Development’. Hence, this chapter aims at providing an overview of sustainability reporting practices to the U.N. High-level Political Forum on Sustainable Development (HLPF). It starts by reflecting on the U.N. landmark events from which the 2030 Agenda emerged and the political and cultural context prevailing at that time. Afterward, it argues on the guidance documents issued by HLPF for following up and reviewing individual countries’ progress. The most controversial issue covered in this chapter undoubtedly concerns information gathering. This issue is because stakeholders consistently question the accuracy of data being provided, not only on Voluntary National Reviews (VNRs) but also on corporate sustainability reports. Therefore, the chapter also covers the guidelines of independent external organisations such as the Global Compact Initiative (GCI) and Global Reporting Initiative (GRI) used by firms to legitimate sustainability reporting content and increase reliability. Finally, this chapter concludes with a brief description of required procedures to submit and present VNRs.
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The United Nations Global Compact initiative is presented for businesses and nonbusiness as a universally accepted set of principles. The aim of the 10 principles in the areas of…
Abstract
Purpose
The United Nations Global Compact initiative is presented for businesses and nonbusiness as a universally accepted set of principles. The aim of the 10 principles in the areas of Human Rights, Labor, Environment, and Anticorruption is to encourage businesses to align their operations and strategies with committed values. The Global Compact network involves not only companies but also governments, labor, and civil society organizations. Corporations, community, and environment are integral parts of a system that correlate to each other. In light of the assumption that business operations have increasingly observable effects on the environment, economy, and social life on a global scale, it is necessary to have accountable and sustainable firms. The Global Compact is a voluntary strategic policy initiative, and it has become more important in where interactions between organizations and stakeholders to be more dynamic. On the other hand, sustainability has economic, social, and environmental dimensions, and in accordance with these dimensions, it is necessary for firms to take into account the influence of their operations on their stakeholders. Thereby, from theoretical perspectives, the primary objective of this chapter is to illustrate the role of Global Compact in corporate accountability and sustainability.
Design/methodology/approach
An extensive literature research is conducted in order to understand the relationship between Global Compact principles and corporate accountability and sustainability.
Findings
From a theoretical point of view, there are some conditions for the advancement of the corporate accountability and sustainability. For instance, there is need for stakeholders’ insistence about incorporating social and environmental values into the business economic decisions. Thus firms could contribute to not only worlds’ economic but also social as well as environmental future.
Research limitations/implications
The research is a theoretical study, but for further studies, empirical studies can be conducted to understand the interactions between Global Compact principles and corporate accountability and sustainability.
Practical implications
This study may be useful for managers to realize the role of Global Compact principles on corporate accountability and its contribution to being a sustainable firm.
Originality/value
There is a lack of studies that analyze the role of Global Compact principles on corporate accountability and sustainability. Examining the principles in light of corporate accountability and sustainability will add a value to the literature in this area.
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This study examined literacy instruction in 14 first grade classrooms (9 classrooms in Year One and 5 classrooms in Year Two) of English Language Learners in three schools in…
Abstract
This study examined literacy instruction in 14 first grade classrooms (9 classrooms in Year One and 5 classrooms in Year Two) of English Language Learners in three schools in Southern California. Pre and posttest measures of reading for 186 first graders across 2 years, representing 11 different native languages yielded outcome data. These data were examined in reference to ratings of the quality of instruction based on the use of the English Learners Classroom Observation Instrument (ELCOI). Students were followed through 6th grade (n=59). Results indicated a moderately strong correlation (r=.65) between teacher rating and oral reading fluency scores of students at the end of 1st grade and a strong correlation (−.83) between teacher rating and number of students reading below end of 1st grade reading thresholds. Descriptive longitudinal data on passage reading comprehension and oral reading fluency yielded moderately strong correlations in 3rd grade. By 6th grade, correlations between 1st grade literacy practices and reading were weak (r=.016). Students who were labeled with learning disabilities were extremely weak readers without exception, however, several students who performed at benchmark in 1st grade were later labeled. Educational implications and recommendations for future research are discussed.
This chapter discusses about tourism in Iran, an old civilization and a theocratic country where Islam is a dominant force. The majority of the people in Iran are Shia Muslims…
Abstract
This chapter discusses about tourism in Iran, an old civilization and a theocratic country where Islam is a dominant force. The majority of the people in Iran are Shia Muslims. References are made to conditions in Iran, its tourism industry, and the role of Islam in tourism and society. It is followed by discussion of Shia pilgrimage features. The findings show that while tourism has great potential in Iran, which is renowned for its diversity of attractions, tourism development is, however, constrained by several factors that limit the industry's contribution to economic growth.
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John J. Wheeler and Michael R. Mayton
The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) ushered in a new paradigm for addressing challenging behavior in students with disabilities with…
Abstract
The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) ushered in a new paradigm for addressing challenging behavior in students with disabilities with the advent of PBS. However, the groundwork for the PBS movement initiated with a paper published by Horner and colleagues (1990) that described the need for nonaversive behavioral interventions in working with persons with severe disabilities. Although some have seen PBS as an outgrowth of applied behavior analysis (ABA) (Anderson & Freeman, 2000), others within the field of behavior analysis have been critical of PBS as being spawned more out of an ideological bent rather than as a research-based model (Johnston, Foxx, Jacobson, Green, & Mulick, 2006).