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This study aims to explore how youth express empathy as an aspect of social action. Social empathy was investigated among adolescents participating in a youth organizing initiative.

This study used elements of critical discourse analysis to examine participant expression of social empathy through examination of participant journal entries. The social empathy model was used as a conceptual framework to guide the analysis and interpretation of themes.

Two core themes emerged from the analysis: characterization of empathy and empathy as a desired trait. Overall, results indicate that social empathy may be expressed differentially according to one’s development of empathy and critical consciousness. Thus, this study classifies dimensions of empathetic expression as existing across a continuum.

Before youth can engage in meaningful social action, they must first understand an issue from differing social and affective perspectives, defined as social empathy. While existing research highlights the role of social empathy in social action initiatives, there are no known studies that investigate the performative expressions of social empathy among youth organizing participants. Building from these results, this study offers a continuum that elucidates the multidimensionality of empathy expression among youth engaged in a social action initiative.

This study aims to illustrate how one-sixth grade language arts teacher transforms the theory of culturally sustaining pedagogy (CSP) into practice, an effort made visible through classroom discourse.

This classroom discourse inquiry is guided by tools of reconstructive discourse analysis which encourage a complex consideration of communicative efforts with intent to deconstruct them in the process of uncovering how oppressive social power structures are maintained. Additionally, reconstructive discourse analysis drives attention to how the data analyzed can reveal both how discourse marks moments where justice is constructed as well as how unjust structures may be reshaped into those that are more equitable.

In a setting where rapport and trust have been established, intentional teacher-driven classroom discourse influenced the ability of student cultures, namely, their languages, to be sustained in the classroom on their own merits and not merely as a conduit for accessing dominant academic material.

The information presented in this manuscript in the form of analysis of discursive classroom moments provide examples for equity-driven practitioners to engage in similar critically reflective activities with the potential to expose instances of CSPs or to assist in the identification of instances where the taking up of CSPs should sought.

One difficulty in transforming theoretical stances to practical actions stems from oversimplification of CSP and related asset-based pedagogical practices as “just good teaching.” By deconstructing classroom discourse, this study can subsequently reconstruct effective, generative, culturally sustaining approaches to community practice within a classroom learning space.

The purpose of this paper is to first, test for nonlinearity in Local Indian Exchange Traded Funds (ETFs) listed at NSE, India – NIFTYBEES, JUNIORBEES, BANKBEES, PSUBANKBEES, and INFRABEES – using a battery of nonlinearity tests; second, to ascertain, using both metric and topological approaches, the adequacy of appropriate AR-GARCH models when it comes to capturing all of the nonlinearity in Indian ETFs; and third, to test for chaos in Indian ETFs.

To start with, a battery of tests such as and limited to McLeod Li test, Engle's LM test, Tsay F-test, Hinich Bispectrum Test and Hinich Bicorrelation test were employed to test for nonlinearity in Indian ETFs. Subsequently, the nature of nonlinearity in all the ETFs was systematically investigated by subjecting the ETF data sets to a metric (BDS test) and a topological test (close returns tests) at different stages of the model-building process. Finally, Lyapunov Exponent test was employed to test for chaos in Indian ETFs.

Test outcomes pertaining to a battery of nonlinearity tests indicate prevalence of nonlinearity amidst all ETFs except for INFRABEES. BDS test outcomes at the different stages of the model-building process indicated high sensitivity of the test outcomes to choice of embedding dimension, threshold value and residual transformations. Close returns test outcomes indicated that, but for BANKBEES, all of the nonlinearity in Indian ETFs could be captured by appropriate GARCH models. Finally, chaos was found to be absent in any of the ETFs considered for this study.

The collective take-way from this study is threefold in nature. First, in light of the many limitations of the BDS test, topological approaches such as close-returns test offer a better avenue to test for adequacy of AR-GARCH models in explaining the nature of nonlinearity in asset price movements. Second, adequacy of AR-GARCH models in capturing all of the nonlinearity in NIFTYBEES, JUNIORBEES, PSUBANKBEES, and INFRABEES, as indicated by close-returns test findings, is a reflection of multiplicative nature of nonlinearity in these five ETFs. Third, persistence of nonlinearity in AR-GARCH filtered standardized residuals of BANKBEES, coupled with the absence of chaos in any of the ETFs considered for this study, brings to light the possibility of existence of additive nonlinearity in conjunction with multiplicative nonlinearity.

This is possibly the first study that systematically investigates the nature of nonlinearity in Indian ETFs and ascertains the adequacy of AR-GARCH models when it comes to capturing all of the nonlinearity in Indian ETFs using a topological approach.

The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population, less highlighted is the growing number of individuals who identify as belonging to two or more races. This group of individuals currently constitutes the youngest, fastest growing racial subgroup. According to the US Census' projections, the two or more races population will grow by 226% between 2014 and 2060, almost double the Asian population, the next fastest growing subgroup. Though individuals with multiplicity to their racial backgrounds have existed in the United States since its inception, only recently has the government provided the option for individuals to quantify their self-reported belonging to multiple races. The resulting statistics alert educators to the fact that individuals identifying as biracial and multiracial are going to be an increasingly sizable group of students requiring, as all children do, individualized care and support within school walls. In this chapter, I draw upon Black-White biracial women's elementary school recounts to help educational practitioners understand lived experiences that inform young girls' navigations of the intersections of their Blackness and Whiteness in schooling spaces.

There is a tacit understanding among social studies teachers and educators that incorporating primary source documents in planning and teaching is desirable for many reasons, most prominent among them the ways in which it challenges students to think at higher levels. This study is a descriptive study of public school teachers’ uses of primary source documents in social studies planning, in which we review lesson activities of various grade level teachers to evaluate their use of primary documents for higher order cognitive purposes. Given the salient theme of critical thinking in the literature, we established a baseline continuum of uses that served as our framework for evaluating these activities. We asked the following questions: When history teachers incorporate the use of primary source documents in their planning, to what degree do they promote development of higher level critical thinking? What might a planned activity look like when they do? We found that the majority of the activities examined here employ primary source documents for lower order purposes but held the promise of easy transition to higher order uses.

This article examines predictability of returns and volatily in three major stock markets, the U.S., U.K., and Japan, using the Vector Autoregrassive and the Autoregressive Conditional Heteroskedastic (ARCH) approaches. We find that in all three markets dividendprice ratios and/or dividend growth rates predict returns. Moreover, there is persistence in the variance of stock returns attribute to the innovations related to the same variables.